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AIMS: Previous research has shown mixed results (positive, negative or no effects) regarding socio-economic disparities in adolescent drunkenness. This study investigates whether family affluence is differently associated with frequency of adolescent drunkenness in traditional countries, at a later diffusion of innovation adopter stage according to the Theory of Diffusions of Innovations by Rogers (2003), compared with more progressive countries at a more advanced stage. Furthermore, we investigated as to whether differences in this association can be explained by differences in adolescent drinking motives.METHODS: This study used data from the 2009/2010 survey of the Health Behaviour in School-aged Children (HBSC) study, including 25,566 alcohol-using adolescents aged 11-19 years old from 11 European countries. The Global Innovativeness Index was used to classify countries in progressive or more traditional countries. Multi-level regression analyses and structural equation modelling were conducted.FINDINGS: In traditional countries, family affluence showed a positive association with adolescent frequency of drunkenness. A higher endorsement of social (drinking to celebrate an event) and enhancement motives (drinking to increase moods) by adolescents with a higher family affluence mediated this positive association between family affluence and frequency of drunkenness. In progressive countries, family affluence was negatively associated with frequency of drunkenness. In these countries, a higher endorsement of coping drinking motives by adolescents with a lower family affluence mediated this association.CONCLUSION: A country's diffusion of innovation stage (i.e., traditional vs. progressive) seems to shape the direction of the association between family affluence and adolescent drunkenness including the psychological pathways that explain these socio-economic inequalities. This is most likely due to a quicker and smoother adoption of the new 'low drunkenness norms' ('it is not cool to drink to get drunk') in progressive countries and among adolescents with a higher family affluence.

Children often show a positive ingroup bias in altruistic behaviors such as sharing. Insight in factors related to ethnic bias in sharing can help towards understanding the origins of inequality in the distribution of resources in society. The present study examined the effect of priming secure attachment (versus positive affect) and multiculturalism (versus color-evasiveness) on ingroup bias in dominant ethnic group children's altruistic sharing. One hundred twenty-five White Dutch children (45 % boys, 55 % girls) between 7 and 11 years old (Mage = 8.47, SDage = 0.87) participated in a Dictator game after being primed. The Dictator game was played against three same-gender children with different ethnic backgrounds (White, Black, Middle Eastern). Results support the idea that priming secure attachment and multiculturalism can decrease ingroup bias in dominant ethnic group children's altruistic sharing, although the effects do not strengthen each other and are effective in situations with different trade-offs and interaction partners. Future research is needed to disentangle the effectiveness of secure attachment and multiculturalism messages in different sharing situations and with interaction partners with different ethnic backgrounds. Results from the present study provide starting points from which to further examine which messages potentially positively impact children's interethnic relations.

Previous research is inconclusive as to whether having an immigration background acts as a risk factor for poor mental health in adolescents, and furthermore, what contribution the social context in which adolescents grow up may make. To address these questions, the current study uses an integrative resilience framework to investigate the association between immigration background and adolescent mental health, and the moderating role of social capital at the individual, the school, and the national level. The study uses data gathered from nationally representative samples of adolescents aged 11, 13, and 15 years (Ngirls = 63,425 (52.1%); Mage = 13.57, SD = 1.64) from 29 countries participating in the 2017/18 Health Behaviour in School-aged Children (HBSC) study. Data analysis reveals that first- and second-generation immigrants reported higher levels of life dissatisfaction and psychosomatic symptoms than their native peers, and that this association varied across schools and countries. In addition, social capital was found to moderate the association between immigration background and adolescent mental health. Individual-level social support from peers and family and national-level trust protected against poor mental health in adolescents with an immigration background, while the opposite was true for individual-level teacher support. Supportive teacher-student relationships were found to provide more protection against poor mental health for native adolescents than for immigrant adolescents. Our findings indicate the importance of taking an ecological approach to design interventions to reduce the negative effects of having an immigration background on adolescent mental health.

Purpose: Adolescents with higher socioeconomic status (SES) report better mental health. The strength of the association-the "social gradient in adolescent mental health"-varies across countries, with stronger associations in countries with greater income inequality. Country-level meritocratic beliefs (beliefs that people get what they deserve) may also strengthen the social gradient in adolescent mental health; higher SES may be more strongly linked to adolescent's perceptions of capability and respectful treatment. Methods: Using data from 11-15 year olds across 30 European countries participating in the 2013/ 2014 Health Behaviour in School-aged Children study (n = 131,101), multilevel regression models with cross-level interactions examined whether country-level meritocratic beliefs moderated the association between two individual-level indicators of SES, family affluence and perceived family wealth, and three indicators of adolescent mental health (life satisfaction, psychosomatic complaints, and aggressive behavior). Results: For family affluence, in some countries, there was a social gradient in adolescent mental health, but in others the social gradient was absent or reversed. For perceived family wealth, there was a social gradient in adolescent life satisfaction and psychosomatic complaints in all countries. Country-level meritocratic beliefs moderated associations between SES and both life satisfaction and psychosomatic complaints: in countries with stronger meritocratic beliefs associations with family affluence strengthened, while associations with perceived family wealth weakened. Conclusions: Country-level meritocratic beliefs moderate the associations between SES and adolescent mental health, with contrasting results for two different SES measures. Further understanding of the mechanisms connecting meritocratic beliefs, SES, and adolescent mental health is warranted. (C) 2020 Society for Adolescent Health and Medicine. Published by Elsevier Inc.

Self-control plays a significant role in child and adolescent development. The school environment is suggested as an important factor associated with individual differences in self-control. Among the many facets of school environment, school discipline is thought of as a critical factor that effectively develops students’ capacities for self-control. However, existing findings are mixed. To take stock of the literature, this meta-analysis summarizes the overall association between three school discipline components (i.e., structure, support, and teacher-student relationship) and self-control from preschoolers to high school students. Based on 68 studies reporting 278 effect sizes (N = 57,798), the results revealed that the overall effect size for the association between school discipline and self-control was small to medium (r = .190, p < .001, 95% confidence interval [.151, .229]). Moderator analyses showed that effect sizes were similar in magnitude across school discipline components, gender and age of students, region, report informant of school discipline measures, reliability of school discipline and self-control measures, and research design. The effect sizes were stronger for the studies using self-report measures to assess self-control (compared to studies using observation/tasks or other-informant measures) and for studies that examined general self-control (compared to cognitive self-control). Moreover, the effect sizes for the association between school discipline and social-emotional self-control were stronger for older students. These findings point to the importance of school discipline associated with individual differences in self-control in students from preschool to high school.

Forgiveness is crucial for establishing coparenting relationships following divorce, yet little is known about the predictors of forgiveness after divorce. In 2 studies, we explore dispositional and divorce-specific factors that correlate with ex-partner forgiveness. In Study 1, we used data from a convenience sample of 136 divorced parents. In Study 2, we used a clinical sample of 165 parents involved in a complex (high-conflict) divorce, who were referred to treatment because of the threat their conflicts posed to their children's well-being. Across samples, forgiveness was negatively associated with conflict severity, narcissistic entitlement, hostile attributions, and traumatic impact of the divorce, and positively with trust and acceptance of the divorce. The main predictors of forgiveness in both samples were more acceptance of the divorce and less narcissistic entitlement. Forgiveness was unrelated to dispositional self-control and trait anger in either sample. We found no evidence of cross-partner effects in Study 2, except for women's hostile attributions on men's forgiveness. Theoretical and practical implications are discussed. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

In the present study, we aimed to explore the relationship between intensity of social media use (SMU), problematic SMU and well-being outcomes. Four categories of SMU were developed taking into account both intensity of use and problematic SMU simultaneously: non-active; active; intense; and problematic use. Using these four categories, we assessed associations between SMU and mental and social well-being, and substance use. Data from 190,089 respondents aged 11, 13, and 15 years from 42 countries involved in the Health Behavior in School-aged Children (HBSC) study were analyzed. With a slight cross-national variance, 78% of adolescents in the sample were classified as active or intense users, and 7% showed signs of problematic SMU. The remaining 15% belonged to the non-active users. Three-level regression analyses revealed that the problematic users showed the least favorable mental and social well-being profile and the highest level of substance use. Compared with active users, non-active users reported lower mental and social well-being, but also the lowest substance use levels. Intense non-problematic users showed the highest levels of social well-being. Our findings highlight the importance of assessing both the intensity and problematic component of SMU to reliably assess associations with mental and social well-being and substance use. peerReviewed

This study examined associations between characteristics of the residential neighbourhood and the school and adolescent mental health, including the moderating role of family socioeconomic status (SES) and family support. Nationally representative Dutch data from adolescents aged 12–16 (N = 6422) were analysed through cross-classified multilevel models. Findings showed that school characteristics are more strongly linked to adolescent mental health than residential neighbourhood characteristics. More specifically, higher levels of school SES were associated with more hyperactivity-inattention problems, while higher levels of school social disorder were related to more conduct problems and more peer relationship problems. Further, higher levels of school SES were associated with more emotional symptoms only for adolescents with a relatively low family SES. Higher levels of neighbourhood SES were associated with fewer peer relationship problems. Overall, there was little evidence for the moderating role of family SES or family support.

Purpose This study examined whether national trends in unstructured in-person socializing with peers (i.e., socializing without goals or supervision) among adolescents could help explain recent declines in adolescent risk behaviors (e.g., substance use, fighting, theft). Methods The sample contained of 44,842 U.S. 12th-grade students (aged 17–18 years) from the Monitoring the Future survey (years 1999–2017). Analyses examined (1) prevalence trends, (2) latent factor structure of risk behaviors and unstructured in-person socializing, and (3) whether trends in the unstructured in-person socializing factor accounted for the relationship between time (i.e., survey year) and the risk behavior factor. Results Adolescent risk behaviors and unstructured in-person socializing declined by approximately 30% in the U.S., and both formed coherent latent factors. After adjusting for sociodemographics, declines in unstructured in-person socializing accounted for approximately 86% of declines in risk behaviors. Conclusions The prevalence of risk behaviors and unstructured in-person socializing behaviors declined among U.S. 12th graders from 1999 to 2017. It is unknown whether such effects are directly causal and/or influenced by unmeasured variables. However, the results provide evidence that national declines in unstructured in-person socializing are a likely component of the explanation for national declines in adolescent risk behaviors.

Jongeren ervaren de laatste jaren steeds meer schoolstress en druk door school. Om goed inzicht te krijgen in de factoren die ten grondslag liggen aan deze toename en mogelijk een schakel zijn voor verandering, is het van belang om dit maatschappelijke probleem vanuit verschillende perspectieven te bekijken. In dit onderzoek verbinden we wetenschappelijke kennis (systematisch literatuuronderzoek) met praktijk- en ervaringskennis van professionals, beleidsmedewerkers, ouders en jongeren (diepte-interviews, n = 60). De resultaten van dit onderzoek laten zien dat de beschermende factoren op verschillende niveaus (systeem, directe omgeving, individu) met elkaar interacteren. De maatschappij legt veel nadruk op resultaat en prestaties, wat invloed heeft op de verwachtingen van jongeren en ouders, en de inrichting van ons onderwijssysteem. Scholen kunnen jongeren ondersteunen bij hun ontwikkeling door aandacht te besteden aan bredere talentontwikkeling, alternatieve beoordelingsvormen, goed mentorschap en de sociaal-emotionele ontwikkeling. Om de ervaren schoolstress en druk door school te verminderen is het belangrijk om niet alleen het individu weerbaarder te maken, maar ook de directe omgeving en de school/maatschappij mee te nemen in preventieve maatregelen om schoolstress en ervaren druk te minderen.

Background Growth Mixture Modeling (GMM) is commonly used to group individuals on their development over time, but convergence issues and impossible values are common. This can result in unreliable model estimates. Constraining variance parameters across classes or over time can solve these issues, but can also seriously bias estimates if variances differ. We aimed to determine which variance parameters can best be constrained in Growth Mixture Modeling. Methods To identify the variance constraints that lead to the best performance for different sample sizes, we conducted a simulation study and next verified our results with the TRacking Adolescent Individuals’ Lives Survey (TRAILS) cohort. Results If variance parameters differed across classes and over time, fitting a model without constraints led to the best results. No constrained model consistently performed well. However, the model that constrained the random effect variance and residual variances across classes consistently performed very poorly. For a small sample size (N = 100) all models showed issues. In TRAILS, the same model showed substantially different results from the other models and performed poorly in terms of model fit. Conclusions If possible, a Growth Mixture Model should be fit without any constraints on variance parameters. If not, we recommend to try different variance specifications and to not solely rely on the default model, which constrains random effect variances and residual variances across classes. The variance structure must always be reported Researchers should carefully follow the GRoLTS-Checklist when analyzing and reporting trajectory analyses.

Spelen hoort bij een gezond leven: digitaal spelen net zo zeer. De analyses in dit artikel laten zien dat gamen – ook frequent gamen – niet gepaard hoeft te gaan met geestelijke of lichamelijke gezondheidsproblemen. In tegendeel: hobbygamers roken, blowen en drinken minder vaak dan niet-gamende jongeren – ze spelen zo’n 14 uur per week en ervaren weinig problemen. Zo’n 7 % van de jongens behoort tot de risicogamende groep. Deze groep vertoont vijf keer zo vaak lichamelijke en geestelijke gezondheidsproblemen en speelt gemiddeld zo’n 23 uur per week. Het advies aan professionals is dan ook om waakzaam te zijn bij extreem gamegedrag, zeker als dit samenhangt met andere problemen.

Prior work has shown that popular peers can set a powerful norm for the valence and salience of aggression in adolescent classrooms, which enhances aggressive friendship processes (selection, maintenance, influence). It is unknown, however, whether popular peers also set a norm for prosocial behavior that can buffer against aggressive friendship processes and stimulate prosocial friendship processes. This study examined the role of prosocial and aggressive popularity norm combinations in prosocial and aggressive friendship processes. Three waves of peer-nominated data were collected in the first- and second year of secondary school (N = 1816 students; 81 classrooms; Mage = 13.06; 50.5% girl). Longitudinal social network analyses indicate that prosocial popularity norms have most power to affect both prosocial and aggressive friendship processes when aggressive popularity norms are non-present. In prosocial classrooms (low aggressive and high prosocial popularity norms), friendship maintenance based on prosocial behavior is enhanced, whereas aggressive friendship processes are largely mitigated. Instead, when aggressive popularity norms are equally strong as prosocial norms (mixed classrooms) or even stronger than prosocial norms (aggressive classrooms), aggression is more important for friendship processes than prosocial behavior. These findings show that the prosocial behavior of popular peers may only buffer against aggressive friendship processes and stimulate prosocial friendship processes if these popular peers (or other popular peers in the classroom) abstain from aggression. Funding agencies: HSRD VA [SDR 10-012]

Family connectedness is key for the development of self-control in early and middle childhood. But is family connectedness still important during the transitional phase of adolescence, when adolescents demand more independence from their parents and rely more on their peers? The aim of the present study was to investigate the association between family connectedness and self-control, and whether it still holds in adolescence using a genetically sensitive design. Data were used from a large sample of twins aged 14 (N = 11,260) and aged 16 (N = 8175), all enrolled in the Netherlands Twin Register. We applied bivariate twin models and monozygotic twin difference models to investigate the association between family connectedness and self-control and to unravel to what extent genetic and environmental factors explain this association. The results showed that more family connectedness is significantly related to better self-control in adolescence, albeit with a small effect size. Twin analyses revealed that this association was mainly explained by common genetic factors and that the effects of environmental factors were small. The current findings confirm the role of family connectedness in adolescent self-control. Importantly, however, the results demonstrate that phenomena we see within families seem the product of parent and children sharing the same genes rather than being exclusively attributable to environmental processes. Electronic supplementary material The online version of this article (10.1007/s00787-020-01485-9) contains supplementary material, which is available to authorized users.

We identify the need for a new wave of research on adolescent secrecy in their relationship with parents that relinquishes the focus on the nomothetic objective of finding general principles. This third wave builds on novel insights on three fallacies committed in previous waves of research: (1) between-person effects do not necessarily provide insights into within-family processes (the ecological fallacy), (2) within-family processes are not necessarily homogeneous across adolescents and families (the one size fits all fallacy), and (3) longer-term effects are not necessarily identical to short-term processes (the galloping horse fallacy). This approach promises to provide us with a more person-specific understanding of adolescent secrecy from parents, which enables more tailored insights as to when and for whom secrecy is bad versus good.

Funding: (1) the Department of Interdisciplinary Social Science, Utrecht University, The Netherlands; (2) the UK Medical Research Council (MC_UU_12017/12); (3) the Chief Scientist Office, Scottish Government (SPHSU12); (4) the European Regional Development Fund-Project "Effective Use of Social Research Studies for Practice" (CZ.02.1.01/0.0/0.0/16_025/0007294); (5) Institute of Mother and Child Foundation, Warsaw,Poland; and (6) Ministry of Health, Slovenia. This work was also supported by the MRC Mental Health Data Pathfinder Award (reference MC_PC_17217). Purpose: This study examined (1) whether intense and problematic social media use (SMU) were independently associated with adolescent well-being; (2) whether these associations varied by the country-level prevalence of intense and problematic SMU; and (3) whether differences in the country-level prevalence of intense and problematic SMU were related to differences in mobile Internet access. Methods: Individual-level data came from 154,981 adolescents (meanage = 13.5) from 29 countries that participated in the 2017/2018 Health Behaviour in School-aged Children (HBSC) survey. Intense SMU was measured by the time spent on social media, whereas problematic SMU was defined by symptoms of addiction to social media. Mental (life satisfaction and psychological complaints), school (school satisfaction and perceived school pressure), and social (family support and friend support) well-being were assessed. Country-level data came from aggregated individual-level data and data from the Organisation for Economic Co-operation and Development (OECD) on Internet access. Results: Two-level regression analyses indicated that in countries with a lower prevalence of intense SMU, intense users reported lower levels of life satisfaction and family support and more psychological complaints than nonintense users. In contrast, in countries with a higher prevalence of intense SMU, intense users reported higher levels of family support and life satisfaction than nonintense users, and similar levels of psychological complaints. In all countries, intense users reported more friend support than nonintense users. The findings regarding problematic SMU were more consistent: In all countries, problematic users reported lower well-being on all domains than nonproblematic users. Observed differences in country-level prevalence rates of intense and problematic SMU could not be explained by mobile Internet access. Conclusions: Adolescents reporting problematic SMU are particularly at risk of lower well-being. In many countries, intense SMU may be a normative adolescent behavior that contributes positively to specific domains of their well-being. Publisher PDF

Problematic smartphone use (PSU) has recently attracted a lot of attention, especially among adolescents. The knowledge about the role peer engagement might play in the development of PSU is still limited. We aimed to investigate the bidirectional relationships between PSU, the quantity of online (i.e., passive and active social media messaging on smartphone) and offline peer engagement (i.e., intensity of face-to-face meeting with friends) and the quality of peer engagement (i.e., perceived competence in close friendships) among adolescents. Data from a three-wave longitudinal study among 2100 Dutch high school students (56.7% boys) was used. Cross-lagged models indicated that: (1) perceived competence in close friendships at T1 negatively predicted PSU at T2 and PSU at T2 negatively predicted perceived competence in close friendships at T3; (2) there were positive and reciprocal cross-lagged correlations between PSU and passive social media messaging on smartphone; (3) there were positive and reciprocal cross-lagged correlations between intensity of face-to-face meeting with friends and active social media messaging on smartphone. This implies that adolescents who perceive a low competence in close friendships and/or intensively check their smartphone for messages from their peers may be particularly vulnerable to developing problematic smartphone use over time.

Contains fulltext : 239200.pdf (Publisher’s version ) (Open Access) Parental conflicts consistently predict negative outcomes for children. Research suggests that children from high-conflict divorces (HCD) may also experience post-traumatic stress symptoms (PTSS), yet little is known about the association between parental conflicts in HCD families and child PTSS. We investigated this association, hypothesizing that parental conflicts would predict child PTSS. We also tested the moderating role of interparental contact frequency, hypothesizing that frequent contact would intensify the association between parental conflicts and child PTSS. This study was part of an observational study on the outcomes of No Kids in the Middle (NKM), a multi-family group intervention for HCD families. A total of 107 children from 68 families participated in the study with at least one parent. We used pre- (T1) and post-intervention (T2) data. Research questions were addressed cross-sectionally, using regression analyses to predict PTSS at T1, and longitudinally, using a correlated change (T1 to T2) model. The cross-sectional findings suggested that mother- and child-reported conflicts, but not father-reported conflicts, were related to the severity of child PTSS. Longitudinally, we found that change in father-reported conflicts, but not change in child- or mother-reported conflicts, were related to change in child PTSS. The estimated associations for the different informants were not significantly different from one another. The frequency of contact between ex-partners did not moderate the relationship between parental conflicts and child PTSS. We conclude that there is a positive association between parental conflicts and child PTSS in HCD families independent of who reports on the conflicts. 11 p.

In many high-income countries, the proportion of adolescents who smoke, drink, or engage in other risk behaviours has declined markedly over the past 25 years. We illustrate this behavioural shift by collating and presenting previously published data (1990-2019) on smoking, alcohol use, cannabis use, early sexual initiation and juvenile crime in Australia, England, the Netherlands, New Zealand, and the USA, also providing European averages where comparable data are available. Then we explore empirical evidence for and against hypothesised causes of these declines. Specifically, we explore whether the declines across risk behaviours can be considered 1) a 'unitary trend' caused by common underlying drivers; 2) separate trends with behaviour-specific causes; or 3) the result of a 'cascade' effect, with declines in one risk behaviour causing declines in others. We find the unitary trend hypothesis has theoretical and empirical support, and there is international evidence that decreasing unstructured face-to-face time with friends is a common underlying driver. Additionally, evidence suggests that behaviour-specific factors have played a role in the decline of tobacco smoking (e.g. decreasing adolescent approval of smoking, increasing strength of tobacco control policies) and drinking (e.g. more restrictive parental rules and attitudes toward adolescent drinking, decreasing ease of access to alcohol). Finally, declining tobacco and alcohol use may have suppressed adolescent cannabis use (and perhaps other risk behaviours), but evidence for such a cascade is equivocal. We conclude that the causal factors behind the great decline in adolescent risk behaviours are multiple. While broad contextual changes appear to have reduced the opportunities for risk behaviours in general, behaviour-specific factors have also played an important role in smoking and drinking declines, and 'knock-on' effect from these behavioural domains to others are possible. Many hypothesised explanations remain to be tested empirically.

Aims: This study investigated gender and educational differences in trends in schoolwork pressure between 2001 and 2017 in nationally representative samples of Dutch adolescents in secondary education. Methods: Data from five surveys of the Dutch Health Behaviour in School-aged Children study were used. Results: Across the surveys, an increase in perceived schoolwork pressure was observed. Girls and adolescents enrolled in the higher educational levels reported higher levels of perceived schoolwork pressure and the strongest increase in schoolwork pressure over time. Especially for girls, there was a stronger increase in schoolwork pressure for those enrolled in higher educational tracks. Conclusions: Increases in schoolwork pressure over time were stronger among Dutch girls and students in the higher educational levels. Over time, schoolwork pressure increased most among girls in the highest educational levels. Explanations and implications for these results are discussed.

BackgroundIn the Netherlands, more than half of the teachers working in primary education experience high levels of work stress. Compared to other professions, teachers are more likely to drop out from work and develop mental illnesses. Almost one in five even choose a new profession within 5 years after starting as a teacher. This indicates an urgent need for interventions to reduce stress levels in teachers. However, few evidence-based effective interventions targeting stress and work-related problems in the primary educational system are available.AimIn the current paper, we describe the protocol for a randomized controlled study (RCT) comparing an 8-week mindfulness-based stress reduction (MBSR) intervention with a wait list control condition in primary school teachers. We hypothesize that teachers who participate in the MBSR programme will report less stress (primary outcome) than those in the control group at post-test and at 3-month follow-up. We also expect a decrease in teachers’ absenteeism and improvements of mental health, teacher skills, classroom climate quality and the pupil-teacher relationship (secondary outcomes). Finally, we hypothesize that self-compassion, mindfulness skills and emotion regulation skills could mediate effects.Methods/designA mixed-method study will be conducted amongN=155 Dutch primary school teachers (grade 1 to 6). The quantitative study will be an RCT, in which teachers will be randomly allocated to the MBSR or waiting list control condition. Trial participants will not be made actively aware of their condition. The data analysts will be blinded. Online questionnaires will be sent to teachers before and after the MBSR programme, and at 3-month follow-up. Information about absenteeism will be collected. In the qualitative part of the study, we will interview teachers to examine their perceived effects of MBSR on their teaching skills, the classroom climate quality and the pupil-teacher relationship.DiscussionThis protocol paper describes a mixed-method study design with an RCT and a qualitative evaluation to evaluate an MBSR programme on perceived stress among primary school teachers. If the MBSR programme proves to be effective, it could be implemented as a programme to reduce stress and improve mental health and teaching outcomes in primary school teachers.Trial registrationNederland Trial Register NL. Registered on 19 November 2019—retrospectively registered,https://www.trialregister.nl/trial/8171

De interventie ‘Meer Zelfcontrole Minder Boos’ wil kinderen met een licht verstandelijke beperking (LVB) en gedragsproblemen leren beter met boosheid om te gaan. Onderzoek moet uitwijzen hoe effectief deze interventie is.

In the past 20 years, greater attention has been devoted to the study of self-regulation in an interpersonal context. This review summarize this work and presents findings on how self-regulation processes influence close relationship outcomes. The review is organized around the four ingredients of self-regulation (i.e., standards, monitoring, self-regulatory capacity, and motivation). For each ingredient, we discuss their influence on relationship processes and dynamics. In the standards section, we discuss the literature on approach/avoidance, promotion/prevention, goal conflicts between partners, and interpersonal goal support. In the monitoring section, we describe how partners' monitoring of each other's goal progress affects relationships. We also highlight that research on this topic is scant. In the self-regulatory capacity section, we discuss findings on how self-regulatory capacity is associated with relationship maintenance behaviors. In the motivation section, we review the literature on commitment and its impact on relationship dynamics. Finally, for each ingredient, we address an important avenue for future research.

The overall goal of this dissertation was to investigate the complex interplay between person-related factors (i.e., status and behaviors) and multiple contextual effects on status-related behaviors in adolescents. The behaviors of adolescents are clearly associated with the behaviors of their peers in multiple overlapping contexts. In each context, individual characteristics (e.g., popularity), group characteristics (e.g., the distribution of status in a classroom, mean levels of alcohol use, relational aggression norms), and their interactions play a role. On the outcome side, the story varies depending on whether one wishes to predict, for example, adolescents’ health-risk behaviors, their achievement of status, or the process of conformity to peers. Associations varied considerably, but in all studies the group co-facilitated individual influence. Interventions are therefore likely to benefit from targeting individuals within groups rather than individuals in isolation. Furthermore, the set of research questions across the six studies led to four noteworthy contributions to peer influence and sociometric research: (a) investigating peer influence effects in multiple peer contexts and including multiple individual and contextual characteristics simultaneously as interacting sources of influence, (b) improving the sociometric measurement of peer status, (c) using ecologically valid field experiments to determine specific peer influence effects, and (d) investigating multiple group composition effects simultaneously using a new methodological framework, the GAPIM (Kenny & Garcia, 2012). Unraveling associations between individual and group-level characteristics is a fascinating enterprise. Yet, it is also a challenging endeavor. Fortunately, this will be increasingly possible thanks to the further development of new methods and analyses, such as those used in our studies (e.g., Group Actor-Partner Interdependence Model) and others (e.g., Stochastic Actor-Based Modelling). There is an exciting time ahead of us in the study of adolescent peer influence processes.

This study investigated how two aspects of the classroom environment (teachers’ emphasis on mastery goals and descriptive norms (i.e., the average student disruptive, prosocial, and achievement-related behavior in a classroom), moderated the relationship between student behaviors and coolness. The sample included 976 students nested in 54 fifth-and sixth-grade classrooms. Students completed peer nominations of coolness and three behaviors (prosocial, disruptive, and academic achievement). Students reported on the extent to which their teacher emphasized mastery goals in the classroom. The extent to which each of these three behaviors correlated with coolness varied across classrooms. The variability between classrooms in the behavioral correlates of coolness was not related to descriptive norms but was related to classroom mastery goals. In classrooms with a high-mastery goal emphasis, good grades and prosocial behavior were more likely to be perceived as cool. Our findings also suggest the need for future studies to examine the direct effect of prosocial descriptive norms on nominations of coolness. This study adds to a growing literature on how teaching practices matter for peer relationships in the classroom.

Using four waves of longitudinal data collected in 2015-2019 from 1419 Dutch adolescents (Mage = 12.5, 45.9% female, 21.9% immigrant), this study identified trajectories of problematic social media use (SMU) in parallel with trajectories of SMU frequency. Latent class growth analysis identified two subgroups with relatively high levels of problematic SMU over time: One showed high (24.7%) and one showed average SMU frequency (15.8%). Also, two subgroups with persistently low levels of problematic SMU were identified: One reported low (22.4%) and one reported high SMU frequency (37.1%). Although both subgroups with high levels of problematic SMU reported low subjective well-being, the group with high SMU frequency showed low self-control, whereas the group with average SMU frequency reported poor social competencies.

PURPOSE: The purposes of this study were to assess whether mental well-being has changed after introduction of the lockdown measures compared with that before, whether this change differs between boys and girls, and whether this change is associated with COVID-19-related concerns. METHODS: This is a two-wave prospective study among Dutch adolescents using data collected up to one year before the COVID-19 pandemic (n = 224) and 5-8 weeks after the first introduction of lockdown measures (n = 158). Mental well-being was assessed by three indicators: life satisfaction, internalizing symptoms, and psychosomatic health. General linear model repeated-measures analysis of variance was used to assess whether mental well-being has changed and if this differed by sex. Univariate linear regressions were used to assess associations between COVID-19-related concerns and a change in mental well-being. RESULTS: Life satisfaction decreased (I·2p = .079, p < .001), but no change in internalizing symptoms was observed (I·2p = .014, p = .14), and psychosomatic health increased (I·2p = .194, p < .001) after the introduction of lockdown measures. Boys scored significantly better on all mental health indicators compared with girls at baseline and follow-up. However, boys' life satisfaction significantly decreased at the follow-up (I·2p = .038, p = .015), whereas girls' life satisfaction did not change. Concerns about COVID-19 were significantly associated with a lower life satisfaction and more internalizing symptoms. CONCLUSIONS: Adolescents', especially boys', life satisfaction decreased during the lockdown. They reported no change in internalizing symptoms and an improved psychosomatic health. Adolescents' mental well-being is expected to vary during the COVID-19 pandemic and should continue to be monitored.

De coronapandemie heeft nog duidelijker gemaakt dat opgroeien in Nederland onder druk staat. Steeds meer kinderen doen een beroep op jeugdzorg. Het is tijd voor een andere benadering.

Bullying is known to be associated with social status, but it remains unclear how bullying involvement over time relates to social position (status and affection), especially in the first years at a new school. The aim of this study was to investigate whether (the development of) bullying and victimization was related to the attainment of status (perceived popularity) and affection (friendships, acceptance, rejection) in the first years of secondary education (six waves). Using longitudinal data spanning the first- and second year of secondary education of 824 adolescents (51.5% girls;MageT1 = 12.54,SD = 0.45) in the SNARE-study, joint bullying and victimization trajectories were estimated using parallel Latent Class Growth Analysis (LCGA). The four trajectories (decreasing bully, stable high bully, decreasing victim, uninvolved) were related to adolescents’ social position using multigroup analysis that examined differences in slope and intercepts (T1 and T6) of social positions, and indicated that the relative social position of the different joint trajectories was determined at the start of secondary education and did not change over time, with one exception: adolescents continuing bullying were besides being popular also increasingly rejected over time. Although bullying is functional behavior that serves to optimize adolescents’ social position, anti-bullying interventions may account for the increasing lack of affection that may hinder bullies’ long-term social development.

Item does not contain fulltext Rejection consists of a range of behaviors from ignoring another to explicitly excluding someone from an encounter. Currently available experimental tasks have shown that rejection has strong emotional, behavioral, and physical effects, but the tasks have some limitations. We argue that video games can address these limitations and have developed a new experimental task (ScrollQuest) to show the potential of video games as rejection research tools. The primary goal of the present study was to explore the effects of ScrollQuest. We analyzed data from 116 young adults who played both ScrollQuest and the rejection experimental task Cyberball. Playing ScrollQuest had more negative effects on mood, more negative interpretation effects were observed after playing ScrollQuest, and ScrollQuest was perceived as more enjoyable, compared to Cyberball. Our findings suggest that ScrollQuest might be an effective new experimental task to study rejection in a digital environment, but more work is needed to improve ScrollQuest. CHI PLAY 2021 (18-21 October, 2021)

Higher family affluence is associated with healthier behaviours in adolescents, but the strength of this association varies across countries. Differences in social mobility at the country-level, i.e. the extent to which adolescents develop a different socioeconomic status (SES) than their parents, may partially explain why the association between family affluence and adolescent health behaviours is stronger in some countries than in others. Using data from adolescents aged 11-15 years from 32 countries, participating in the 2017/2018 wave of the Health Behaviour in School-aged Children (HBSC) study (N = 185,086), we employed multilevel regression models with cross-level interactions to examine whether country-level social mobility moderates the association between family affluence and adolescent health behaviours (i.e. moderate-to-vigorous physical activity, vigorous physical activity, healthy and unhealthy foods consumption, having breakfast regularly, and weekly smoking). Higher family affluence was more strongly associated with higher levels of adolescent physical activity in countries characterized by high levels of social mobility. No cross-level interactions were found for any of the other health behaviours. Differences in social mobility at the country-level may contribute to cross-national variations in socioeconomic inequalities in adolescent physical activity. Further research can shed light on the mechanisms linking country-level social mobility to inequalities in adolescent physical activity to identify targets for policy and interventions.

Purpose: Adolescents might be susceptible to the effects of the COVID-19 lockdown. We assessed changes in mental wellbeing throughout the first year of the pandemic and compared these with prepandemic levels. Methods: This five-wave prospective study among Dutch adolescents aged 12–17 years used data collected before the pandemic (n = 224) (T0), in May (T1), July (T2), and October 2020 (T3), and in February 2021 (T4). Generalized estimating equations were used to assess the association between stringency of the lockdown with mental wellbeing. Results: Adolescents had a lower life satisfaction during the first full lockdown (T1) [adjusted β: −0.36, 95% confidence interval (CI): −0.58 to −0.13], during the partial lockdown (T3) (adjusted β: −0.37, 95% CI: −0.63 to −0.12), and during the second full lockdown (T4) (adjusted β: −0.79, 95% CI: −1.07 to −0.52) compared to before the pandemic (T0). Adolescents reported more internalizing symptoms during only the second full lockdown (T4) (adjusted β: 2.58, 95% CI: 0.41–4.75). During the pandemic [at T1 (adjusted β: 0.29, 95% CI: 0.20–0.38), T2 (adjusted β: 0.36, 95% CI: 0.26–0.46), T3 (adjusted β: 0.33, 95% CI: 0.22–0.45), and T4 (adjusted β: 0.20, 95% CI: 0.07–0.34)], adolescents reported a better psychosomatic health, partly attributable to less trouble falling asleep (p < .01). Discussion: The COVID-19 lockdown measures have had both a negative and positive impact on mental wellbeing of Dutch adolescents. However, mental wellbeing was most impacted during the second full lockdown compared to before the pandemic.

For decades, psychological research has examined the extent to which children's and adolescents' behavior is influenced by the behavior of their peers (i.e., peer influence effects). This review provides a comprehensive synthesis and meta-analysis of this vast field of psychological science, with a goal to quantify the magnitude of peer influence effects across a broad array of behaviors (externalizing, internalizing, academic). To provide a rigorous test of peer influence effects, only studies that employed longitudinal designs, controlled for youths' baseline behaviors, and used "external informants" (peers' own reports or other external reporters) were included. These criteria yielded a total of 233 effect sizes from 60 independent studies across four different continents. A multilevel meta-analytic approach, allowing the inclusion of multiple dependent effect sizes from the same study, was used to estimate an average cross-lagged regression coefficient, indicating the extent to which peers' behavior predicted changes in youths' own behavior over time. Results revealed a peer influence effect that was small in magnitude (β¯ = .08) but significant and robust. Peer influence effects did not vary as a function of the behavioral outcome, age, or peer relationship type (one close friend vs. multiple friends). Time lag and peer context emerged as significant moderators, suggesting stronger peer influence effects over shorter time periods, and when the assessment of peer relationships was not limited to the classroom context. Results provide the most thorough and comprehensive synthesis of childhood and adolescent peer influence to date, indicating that peer influence occurs similarly across a broad range of behaviors and attitudes. (PsycInfo Database Record (c) 2021 APA, all rights reserved). ispartof: PSYCHOLOGICAL BULLETIN vol:147 issue:7 pages:719-747 ispartof: location:United States status: published

Large-scale validation research on instruments measuring problematic social media use (SMU) is scarce. Using a nationally representative sample of 6,626 Dutch adolescents aged 12 to 16 years, the present study examined the psychometric properties of the nine-item Social Media Disorder scale. The structural validity was solid, because one underlying factor was identified, with adequate factor loadings. The internal consistency was good, but the test information was most reliable at moderate to high scores on the scale’s continuum. The factor structure was measurement invariant across different subpopulations. Three subgroups were identified, distinguished by low, medium, and high probabilities of endorsing the criteria. Higher levels of problematic SMU were associated with higher probabilities of mental, school, and sleep problems, confirming adequate criterion validity. Girls, lower educated adolescents, 15-year-olds, and non-Western adolescents were most likely to report problematic SMU. Given its good psychometric properties, the scale is suitable for research on problematic SMU among adolescents.