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Background: People with type 2 diabetes mellitus (T2DM) commonly report a higher fatigue intensity than the general population. However, effective fatigue management is lacking because little is known about other fatigue characteristics, including timing, distress, and quality, as well as the potential fatigue subtypes experienced in people with T2DM., Objective: To describe fatigue intensity, timing, distress, and quality, and identify fatigue subtypes in people with T2DM., Methods: This cross-sectional, descriptive study included a sample of 150 participants with T2DM recruited from two diabetes outpatient clinics in Taiwan. Fatigue intensity, timing, and distress were measured using the Fatigue Symptom Inventory. Fatigue quality was measured using the Multidimensional Fatigue Inventory. Fatigue subtypes were identified using a latent profile analysis., Results: Participants reported a mild fatigue intensity, experiencing fatigue for about 22% of the day with worse fatigue in the afternoon and evening and having mild disturbances. Three fatigue subtypes were identified. The "high/persistent fatigue with mild distress" subtype was characterized by high fatigue intensity and duration with severe general, physical, and mental fatigue that mildly interfered with functioning. The "moderate/frequent fatigue with minimal distress" group showed moderate levels of fatigue intensity and duration levels with intermediate of general, physical, and mental fatigue and minimal fatigue disturbances. The "no fatigue and distress" subtype was characterized by overall low fatigue scores., Discussion: We identified fatigue characteristics and subtypes in people with T2DM, providing insights into better fatigue management. People with T2DM reported having mild but persistent fatigue. The latent profile analysis revealed that fatigue is likely composed of a mixture of physical and mental components. Nurses should assess both the physical and mental aspects of fatigue while addressing features of the fatigue characteristics in tailored management strategies to alleviate all aspects of fatigue in people with T2DM., Competing Interests: The authors have no conflicts of interest to report., (Copyright © 2025 Wolters Kluwer Health, Inc. All rights reserved.)

The current study investigated changes in proximal descriptive alcohol use norms from high school to college, social integration as a predictor of stable versus shifting peer norms, and the consequences of norm profile membership for developmental outcomes. Using data (N = 9753 12th grade students; 59% female; 80% White, 7% Black, 5% Hispanic, 5% Asian/Pacific Islander, 3% other races/ethnicities) from the Monitoring the Future panel study, we identified five distinct norm profiles-three stable profiles (high, moderate-high, and low) and two shifting profiles (increasing, declining)-that had unique patterns of perceived friend alcohol use norms. Social integration distinguished norm profile membership, and we observed particular detriments to outcomes for those in the stable high peer norm profile., (© 2024 Society for Research on Adolescence.)

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., (© 2025 Society for Research on Adolescence.)

The COVID-19 pandemic upended the lives of adolescents and young adults across the globe. In response to the pandemic onset, educational institutions were forced to pivot to online learning, a new teaching and learning format for most secondary and university students. This systematic narrative review summarizes findings from 168 publications spanning 56 countries on students' educational outcomes and school climate as well as the internal assets and contextual supports that promoted academic well-being during the pandemic. Our findings suggest that young people commonly reported declines in their academic-related outcomes and school-based relationships due to the COVID-19 pandemic. Internal assets (e.g., intrinsic motivation and self-efficacy) and contextual supports (i.e., relationships with teachers, peers, and parents) promoted academic well-being during the pandemic. Next steps for research on young people's academic well-being during the pandemic are suggested., (© 2024 Society for Research on Adolescence.)

Decades of disaster research support the influence parents have on their children's adaptation. Recently, research has shifted to focus on disasters as a whole family experience. Using the actor-partner interdependence model, this study examines maladaptive cognitive emotion regulation strategies in parents and children and how these strategies influence their own and one another's posttraumatic stress symptoms (PTSS). The present study includes 485 parent-child dyads who experienced the 2015-2016 Texas floods. The majority of parents identified as mothers (66.3%), with a male child (52.8%) whose average age was 13.75 years. Mplus was used to identify the models and evaluate differences between each cognitive emotion regulation strategy across parent-child dyads in the high disaster exposure group compared to all other levels of exposure (other-exposure). Odds ratios examined differences not captured by the actor-partner interdependence model. Support for interdependence was found for the other-exposure group, suggesting parents and children mutually influence each other's PTSS by their own cognitive emotion regulation. No interdependence was found in the high-exposure group. However, high-exposure child actor effects were found for self-blame and other-blame, and child partner effects were only found for self-blame. Parent actor effects were only significant for catastrophizing and parent partner effects for catastrophizing and rumination. Odds ratios for the high-exposure group found that only child self-blame influenced parent PTSS, and only parent rumination and catastrophizing influenced child PTSS. Implications for supporting families after disasters are discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

This study examined how adolescents make meaning of racist jokes and their impact on daily well-being using a sequential mixed-methods research design with interview (N = 20; 60% girls, 5% gender-nonconforming; 45% Asian American, 40% Latina/o/x, 10% Black, 5% biracial/multiethnic) and daily diary data (N = 168; 54% girls; 57% Latina/o/x, 21% biracial/multiethnic, 10% Asian American, 9% White, 4% Black). Qualitative results revealed that racist jokes were common, distinct from other overt forms of discrimination, and perceived as harmless when perpetrated by friends. Quantitatively, approximately half of adolescents reported hearing at least one racist joke during the study period, and racist jokes by friends were associated with higher daily angry, anxious, and depressed moods and stress. Racist jokes by known others and strangers were also significantly associated with poorer well-being, although less consistently. Findings highlight the hidden harmful effects of racist jokes on adolescents' daily mood and stress., (© 2024 The Authors. Child Development © 2024 Society for Research in Child Development.)

The current study investigated adolescents' experiences of COVID-19 anti-Chinese discrimination (i.e., vicariously witnessed, directly experienced), the consequences for mental health, and the moderating role of general pandemic stress. During Summer 2020, 106 adolescents (43% Latino/a/x, 19% Asian American, 13% Black/African American, 26% biracial/multiracial/other; 58% female) participated in a 14-day daily diary study. Path analyses revealed that more experiences of vicarious COVID-19 anti-Chinese discrimination were associated with greater anxious mood, depressed mood, and mental health stress, while direct COVID-19 anti-Chinese discrimination was unrelated to mental health outcomes. The interaction between vicarious COVID-19 anti-Chinese discrimination and general COVID-19 stress was significant for depressed mood; simple slope analyses showed that for adolescents reporting high levels of COVID-19 stress, more frequent experiences of vicarious COVID-19 anti-Chinese discrimination were associated with greater severity in depressed mood, but this link was nonsignificant for those reporting low levels of general pandemic stress. Findings from the current study underscore the pernicious effects of vicarious COVID-19 anti-Chinese discrimination on the mental health of minoritized youth beyond solely Asian Americans. Additionally, the results evince the need for future pandemic-response efforts to craft public health messaging that avoids the racialization of disease and subsequent stigmatization of ethnic-minority communities., (© 2023. W. Montague Cobb-NMA Health Institute.)

Discrimination is associated with numerous psychological health outcomes over the life course. The nine-item Everyday Discrimination Scale (EDS) is one of the most widely used measures of discrimination; however, this nine-item measure may not be feasible in large-scale population health surveys where a shortened discrimination measure would be advantageous. The current study examined the construct validity of a combined two-item discrimination measure adapted from the EDS by Add Health ( N = 14,839) as compared to the full nine-item EDS and a two-item EDS scale (parallel to the adapted combined measure) used in the National Survey of American Life (NSAL; N = 1,111) and National Latino and Asian American Study (NLAAS) studies ( N = 1,055). Results identified convergence among the EDS scales, with high item-total correlations, convergent validity, and criterion validity for psychological outcomes, thus providing evidence for the construct validity of the two-item combined scale. Taken together, the findings provide support for using this reduced scale in studies where the full EDS scale is not available.

Structural racism generates racial inequities in U.S. primary education, including segregated schools, inequitable funding and resources, racial disparities in discipline and achievement, and hostile racial climates, which are risk factors for adverse youth health and development. Black youth are disproportionately exposed to adverse school contexts that may become biologically embedded via stress-mediated epigenetic pathways. This study examined whether childhood exposure to adverse school contexts is associated with changes in epigenetic aging during adolescent development. DNA methylation-based epigenetic clocks were calculated from saliva samples at ages 9 and 15 among Black (n = 774) and White (n = 287) youth in the Future of Families and Child Wellbeing Study (2009-2015). We performed latent class analyses to identify race-specific primary school contexts using administrative data on segregation, discipline, achievement, resources, economic disadvantage, and racial harassment. We then estimated change in epigenetic age acceleration from childhood to adolescence across school typologies using GrimAge, PhenoAge, and DunedinPACE epigenetic clocks. Three distinct school contexts were identified for Black youth: segregated and highly-disadvantaged (17.0%), segregated and moderately-disadvantaged (52.1%), and integrated and moderately-disadvantaged (30.8%). Two school contexts emerged for White youth: integrated and unequal (46.5%) and predominantly White & advantaged (53.5%). At age 15, Black youth who attended segregated and highly-disadvantaged primary schools experienced increases in their speed of epigenetic aging with GrimAge and DunedinPACE. Slowed epigenetic aging with GrimAge was observed for Black youth who attended integrated and moderately-disadvantaged schools. School contexts were not associated with changes in epigenetic age acceleration for White youth. Our findings suggest that manifestations of structural racism in primary school contexts are associated with early-life epigenetic age acceleration and may forecast future health inequities., (Copyright © 2024 Elsevier Ltd. All rights reserved.)

The current study assessed whether greater use of shift-and persist strategies, which entail the reappraisal of stressors (shifting) and endurance through optimism and meaning-making, buffered the associations between life stressors and adolescents' psychological health (i.e., depressive symptoms, anxiety) and physical health and health behaviors (i.e., self-rated health, sleep quality). Survey data were drawn from a racially/ethnically and socioeconomically diverse sample of 750 9 th grade adolescents (53% female). Path analysis revealed racial discrimination, neighborhood risk, and deportation exposure were linked to poorer psychological and physical health, while socioeconomic disadvantage was related to greater anxiety and poorer physical health. Some evidence suggested that shift-and-persist may be protective-reactive, wherein shift-and-persist typically promoted well-being across health domains but more so when the life stressors were at low versus high levels. Shift-and-persist strategies promote both mental and physical health, but the promotive effects appear to be maximized when adolescents' exposure to life stressors is minimal.

The rate of incarceration in the United States has increased at an alarming rate in the past 30 years and thus so has the number of children having a household member incarcerated (referred to as household incarceration ). Associations between experiencing household incarceration in childhood and later negative health and developmental outcomes are well-documented; however, the underlying mechanisms linking this childhood stressor and adult outcomes have been less well studied. Using state Behavioral Risk Factor Surveillance System survey data ( N = 145,102), this study examines how experiencing household incarceration during childhood is associated with mental and physical health in adulthood and mediational pathways through suboptimal sleep (short or long sleep). Results indicate there were significant indirect effects of household incarceration to physical and mental distress through short sleep (≤ 6 hr per 24 hr) and long sleep (≥ 10 hr per 24 hr), and a significant indirect effect of household incarceration to body mass index through short sleep. Findings from the present study highlight indirect pathways through which household incarceration in childhood is linked with sleep health in adulthood and, in turn, to negative mental and physical health. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Purpose: The purposes of this study were to (1) examine the relationships between fatigue, its influencing factors, and diabetes self-management and (2) test the mediation effects of fatigue on the link between the influencing factors and diabetes self-management in adults with type 2 diabetes., Methods: This cross-sectional, correlational study was guided by the theory of unpleasant symptoms. Data were collected using structured questionnaires. Fatigue was measured by the Fatigue Symptom Inventory and the Multidimensional Fatigue Inventory. Diabetes self-management was measured by the Summary of Diabetes Self-Care Activities. From March to July 2021, a convenience sample of 150 participants was recruited from 2 diabetes outpatient clinics of a regional hospital in Taiwan. Data were analyzed using structural equation modeling., Results: A more recent diagnosis of diabetes, more depressive symptoms, and lower sleep quality were related to higher fatigue. Higher fatigue correlated with less performance in diabetes self-management. Fatigue mediated the relationship between depressive symptoms, sleep quality, and diabetes self-management., Conclusions: Fatigue had a mediating effect on the link between psychological influencing factors and diabetes self-management. Future development of fatigue interventions integrating depressive symptoms and sleep management will likely increase the performance of diabetes self-management and improve the health outcomes in adults with type 2 diabetes. The study tested the theory of unpleasant symptoms using empirical data and will assist in building theory-guided fatigue interventions to improve diabetes self-management in people with type 2 diabetes., Competing Interests: Declaration of Conflicting InterestsThe authors declare that there is no conflict of interest.

Exposure to ethnic discrimination has been conceptualized as a sociocultural stressor that is associated with lower self-rated health. However, this association remains understudied among Hispanics and less is known about constructs that may mitigate the effects of ethnic discrimination on self-rated health. Accordingly, this study aimed to (a) examine the association between ethnic discrimination and self-rated health among Hispanic emerging adults (ages 18-25), and (b) examine the extent to which self-esteem and resilience may moderate this association. A convenience sample of 200 Hispanic emerging adults from Arizona ( n =99) and Florida ( n =101) was recruited to complete a cross-sectional survey. Data were analyzed using hierarchical multiple regression and moderation analyses. Results indicate that higher ethnic discrimination was associated with lower self-rated health. Moderation analyses indicated that self-esteem functioned as a moderator that weakened the association between ethnic discrimination and self-rated health; however, resilience did not function similarly as a moderator. This study adds to the limited literature on ethnic discrimination and self-rated health among Hispanics and highlights that psychological factors, such as enhancing self-esteem, may help buffer the adverse effects of ethnic discrimination on health outcomes., Competing Interests: Author Disclosures: All authors declare that they have no conflicts of interest and do not have any financial disclosures to report.

COVID-19 has caused unprecedented disruptions to American society, yet the ramifications have exhibited a pronounced impact for racial/ethnic minority adolescents and their families. Alongside upheavals to social and learning environments, minoritized youth have navigated disproportionate health and socioeconomic challenges within their families in addition to amplified racial tensions. As a result, the pandemic has disparately impacted racial/ethnic minorities. In this review, we synthesize studies of the pandemic to describe the hardships faced by racial/ethnic minority families and adolescents, their reverberation on dimensions of well-being, and the assets which buttress their welfare in the midst of COVID-19. It is imperative that future pandemic response efforts aid the most vulnerable, particularly communities of color, to ensure equitable welfare and post-pandemic recovery., Competing Interests: Declaration of competing interest The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper., (Copyright © 2023 Elsevier Ltd. All rights reserved.)

Sexual minority status persists in being linked to poorer adolescent mental health. Using a longitudinal sample (N = 845), we examined how youth's own same-gender attraction and their perceptions of peers' beliefs about their same-gender attraction (i.e., assumed attraction) were associated with trajectories of depressive symptoms from grade eight (when students are typically 13-14 years old) to grade 10. Reporting either same-gender attraction, assumed same-gender attraction or both were associated with higher initial levels of depressive symptoms that persisted over time compared to youth with real and assumed other-gender attraction only. These links were partially mediated by experiences of discrimination. Findings suggest the importance of understanding adolescent perceptions of peer beliefs in the association between same-gender attraction and depressive symptoms., (© 2022 Society for Research on Adolescence.)

The current study examined how schoolwide norms came together into distinct profiles and how norm profile membership was linked to adolescent well-being. Using school-level (N = 786) and student-level data (N = 174,587 12th grade students; 52% female; 64% White, 13% Latino, 12% Black, 12% other) from Monitoring the Future (MTF), we identified four distinct school profiles-average, academic, prepped-for-college, party-that had unique patterns of shared norms. Compared with average schools, academic schools (high academics and low substance use and social integration norms) were most advantageous for students, prepped-for-college schools (high academics, substance use, and social integration norms) had both benefits and drawbacks, and party schools (low academics and high substance use and social integration norms) were most detrimental., (© 2021 Society for Research on Adolescence.)

Objectives: This study investigated the role of ethnic/racial composition in schools and neighborhoods in (a) predicting family cultural socialization and (b) moderating the relation between family cultural socialization and young children's social competence over time., Method: Two nationally representative, longitudinal samples were used from the Early Childhood Longitudinal Study, Kindergarten Class of 1998-99 and 2010-11 cohorts. The analytic sample included 11,870 ethnic/racial minority children (mean age was 5.66 years old at Wave 1; 50% female; 31% Black, 49% Latinx, 18% Asian American, 2% Native American)., Results: Path analyses showed that families practiced more cultural socialization in more diverse schools and neighborhoods. Moreover, family cultural socialization was most beneficial for children's social competence when they were in diverse settings with few coethnics., Conclusions: The results highlighted cultural socialization as a tool that ethnic/racial minority families use to help their children navigate ethnic/racial diversity and numeric marginalization in social settings. (PsycInfo Database Record (c) 2022 APA, all rights reserved).

Racial/ethnic discrimination is a commonplace experience for many adolescents of color, and an increasing number of studies over the past 25 years have sought to document discrimination and its consequences at this stage of the life course. The evidence is clear and convincing that racial/ethnic discrimination is harmful for adolescents' socioemotional and behavioral well-being as well as their academic success. Discrimination measurement, however, poses a critical source of potential variation in the observed effect sizes capturing the associations between racial/ethnic discrimination and adolescents' well-being. This meta -analysis integrated 1,804 effect sizes on 156,030 unique ethnically- and geographically-diverse adolescents ( M age = 14.44, SD = 2.27) from 379 studies that used 79 unique instruments to assess racial/ethnic discrimination. The meta -analysis focused on a host of measurement-related moderators, including the number of items, response scale and response dimensions, reliability, retrospective reference period, perpetrators, and initial target populations. Larger effect sizes were observed for instruments with more items and with non-dichotomously rated items. Perpetrator and retrospective reference period also emerged as key moderators, while measure reliability, response dimensions, and initial measurement development characteristics were not significant moderators. Findings provide key insights for the development of more precise, effective instruments to assess perceived racial/ethnic discrimination in adolescence., Competing Interests: Declaration of Competing Interest We would like to acknowledge the support of funding from the National Institute of Child Health and Human Development to Aprile Benner (K01HD087479) and to the Population Research Center at the University of Texas at Austin (P2CHD04849) as well as from the William T. Grant Foundation and the National Science Foundation to Aprile Benner. Opinions reflect those of the authors and not necessarily those of the granting agencies. The authors declare that they have no known competing financial interests or personal relationships that could have appeared to influence the work reported in this paper.

While the detrimental consequences of racial/ethnic discrimination for adolescent well-being are well-established, less is known about the impact of SES-based discrimination and the potential protective benefits of adolescents' intraindividual assets. The current study addressed these gaps by investigating the longitudinal associations between racial/ethnic and SES-based educator-perpetrated discrimination and adolescents' academic well-being and assessed whether psychological resources moderated these pathways. To do so, the study used longitudinal data from a diverse sample of 750 9 th grade students (54% female; 41% White, 34% Latina/o/x, 8% Asian American, 6% African American, 11% biracial/other race/ethnicity; 43% had parents with an associate's degree or less) in the Southwestern U.S. who were subsequently surveyed one year later. Educator-perpetrated racial/ethnic discrimination was negatively associated with students' school engagement, and both psychological resilience and self-efficacy emerged as protective for students' educational expectations in the face of racial/ethnic and SES-based discrimination, respectively. The results of the current study highlight the role of discriminatory treatment in educational disparities and provide insights on effective coping strategies to combat the negative impacts of discrimination in academics., (© 2022. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.)

The current study investigated how parents' and teachers' educational expectations both directly and indirectly shaped young people's academic outcomes in a nationally-representative sample of high school students (Education Longitudinal Study; N = 9654 adolescents). Higher parent and math teacher expectations in 10th grade were associated with better 12th grade math scores and higher grade point averages, math course-taking sequence, and educational attainment two years post-high school. High parent expectations generally magnified the particularly strong positive effects of high math teacher expectations, and there was some evidence of variation in links between adult expectations and outcomes by both student race/ethnicity and socioeconomic status. Parents' educational involvement at school, teacher-student relationships, and school-parent communication mediated the links between adult educational expectations and academic outcomes., (© 2021 Wiley Periodicals LLC.)

Members of the Society for Research on Adolescents COVID-19 Response Team offer this commentary to accompany this special issue of the Journal of Research on Adolescence regarding the impact of the pandemic on adolescents' social, emotional, and academic functioning. In addition to outlining the critical need for scholarly collaboration to address the global impact of this crisis on adolescent development, we argue that a broad investigative lens is needed to guide research and recovery efforts targeting youth development. We then use this broad lens to consider dimensions of the pandemic impact relative to developmental implications within community and policy contexts, educational contexts, social contexts, and family contexts. Finally, we describe guideposts for setting a global, shared research agenda that can hasten research to recovery efforts surrounding the pandemic and youth development., (© 2021 Society for Research on Adolescence.)

Educational interventions typically center on youth displaying early academic risk, potentially overlooking those falling off track academically later in their educational careers. The current study investigated the extent to which life course transitions experienced during adolescence were linked to falling off-track academically in high school. Data from the National Longitudinal Study of Adolescent to Adult Health (N = 4284; 53% female; M age  = 14.88) documented that 1516 students displayed no educational risk in early high school, yet 14% did not pursue 4-year college by age 24. Analyses revealed the unique life course transitions predictive of falling off-track academically (i.e., sexual intercourse, alcohol use, family transitions, residential mobility). The study's findings highlight important intervention avenues to promote adolescents' continued educational persistence.

Latino/a adolescents are a growing part of U.S. public high schools, and many experience stressors related to their ethnicity within their schools that can contribute to risky behaviors such as drug use. Marijuana remains the most common illicit drug that Latino/a adolescents use. Using a sample of 121 Latino/a 9th grade students, the current study examined pathways linking perceived peer- and educator-perpetrated ethnic discrimination with marijuana approval and use. Findings revealed that perceived peer-perpetrated ethnic discrimination was linked with lower school belonging (β approval model  = -.21, p = .031; β use model  = -.18, p = .013), and lower school belonging was related to higher marijuana approval (β =-.22, p = .030), but not use. Additionally, those students with lower school belonging were more likely to experience greater depressive symptoms (β approval model  = -.45, p < .001, β use model  = -.50, p < .001) and had more close friends who smoked marijuana (β approval model  = -.28, p = .002, β use model  = -.35, p < .001). Higher depressive symptomology was associated with more marijuana use (β = .32, p = .008). Having more substance-using friends was linked with higher marijuana approval (β = .24, p = .010) and use (β = .44, p < .001). Educator-perpetrated ethnic discrimination was not associated with any of the constructs under study. Findings highlight both internalizing and externalizing pathways through which peer-perpetrated ethnic discrimination may contribute to Latino/a adolescents' marijuana approval and use. Results have the potential to inform intervention efforts aimed at curtailing Latino/a adolescents' marijuana use.

The COVID-19 global pandemic and the resulting economic, health, and educational disruptions have upset all aspects of young people's lives. The pandemic's reach will likely continue in the near term and as psychological and academic trajectories unfold over time. In this article, we draw on the central tenets of life course theory-intertwined developmental trajectories, linked lives, and stratification systems (Elder, 1998)-to inform understanding of potential adverse effects of the COVID-19 pandemic on children's and adolescents' adjustment and well-being, as well as mechanisms and processes that may buffer or exacerbate the pandemic's negative impact. We review empirical evidence on the impact of previous macro-level crises (e.g., the Great Recession) to illustrate how life course theory can aid developmental scientists in examining the effects of COVID-19 on children's development. We conclude with recommendations for research., (© 2020 Society for Research in Child Development.)

The present research examined how school contexts shape the extent to which beliefs about the potential for change (implicit theories) interact with social adversity to predict depressive symptoms. A preregistered multilevel regression analysis using data from 6,237 ninth-grade adolescents in 25 U.S. high schools showed a three-way interaction: Implicit theories moderated the associations between victimization and depressive symptoms only in schools with high levels of school-level victimization, but not in schools with low victimization levels. In high-victimization schools, adolescents who believed that people cannot change (an entity theory of personality) were more depressed when they were victimized more frequently. Thus, the mental health correlates of adolescents' implicit theories depend on both personal experiences and the norms in the context., (© 2020 The Authors. Journal of Research on Adolescence published by Wiley Periodicals LLC on behalf of Society for Research on Adolescence.)

The original version of the article was published with few errors in Tables 2 and 4. The correct version of the tables are presented along in this erratum.

Making a smooth transition to the K-12 (kindergarten through Grade 12) classroom context sets the stage for academic success throughout the life course. Parents' early education-related behaviors are linked with children's adjustment, yet less is known about how parental school readiness beliefs motivate parenting practices at this educational transition. We investigated the associations between parental school readiness beliefs (general and child-specific) following the transition to kindergarten and parents' involvement the following year. Using data from the Early Childhood Longitudinal Study-Kindergarten 2011 cohort ( N = 9,790), general school readiness beliefs and child-specific academic and behavioral competency beliefs were associated with school-based involvement in first grade. Kindergarten parents who held higher child-specific academic competency beliefs also reported less homework involvement and had greater teacher-reported classroom-based involvement in first grade. Family poverty status differences did not emerge. Findings can inform efforts to increase parental involvement by elucidating the ways in which parents' beliefs about their children motivate involvement strategies.

Parents and adolescents often provide discordant reports on parenting. Prior studies are inconsistent regarding the extent, predictors, and consequences of such discordance. The current study aimed to robustly estimate the extent, potential moderators, and consequences of discordance between parent- and adolescent-reported parenting by (a) meta-analyzing a large number of studies involving both parent- and adolescent-reported parenting ( n = 313) and (b) qualitatively summarizing the main methods and findings in studies examining how parent-adolescent discordance in reports of parenting relates to adolescent outcomes ( n = 36). The meta-analysis demonstrated a small yet statistically significant correlation between parent- and adolescent-reported parenting ( r = .276; 95% confidence interval [CI: .262, .290]); parents perceived parenting more positively than did adolescents, with a small but statistically significant mean-level difference ( g = .242; 95% CI [.188, .296]). The levels of parent-adolescent discordance were higher for younger (vs. older) and male (vs. female) adolescents; for nonclinical parents (vs. parents with internalizing symptoms); in more individualistic societies such as the United States; and in ethnic minority (vs. White), low (vs. high) socioeconomic status, and nonintact (vs. intact) families among U.S. samples. The qualitative review highlighted current methodological approaches, main findings, and limitations and strengths of each approach. Together, the two components of the current study have important implications for research and clinical practice, including areas of inquiry for future studies and how researchers and clinicians should handle informant discordance. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

The current study investigated early adolescents' experiences of friend-related stress across middle school and its developmental consequences following the transition to high school. Using a sample of approximately 1,000 middle school students, four unique friend-related stress trajectories were observed across middle school: consistently low friend-related stress (57% of the sample), consistently high friend-related stress (7%), moderate and increasing friend-related stress (22%), and moderate but decreasing friend-related stress (14%). Groups characterized by higher levels of friend-related stress across middle school were linked to subsequent poorer socioemotional well-being, lower academic engagement, and greater involvement in and expectancies around risky behaviors following the transition to high school. Increased friend-related stress across the high school transition was also linked to poorer outcomes, even after taking into account earlier stress trajectories. Gender differences highlighted the particular struggles girls experience both in friend stress and in the links between friend stress and subsequent well-being., Competing Interests: Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article.

Previous studies often document that Black and Latino adolescents demonstrate considerable positive self-concept despite their low academic achievement. We critically reviewed two common psychological explanations for this paradoxical phenomenon: selective devaluation hypothesis (lower value placed in schoolwork protects their self-concept) and external attribution hypothesis (external attribution of poor achievement protects their self-concept). For a deeper understanding of Black and Latino youth's development of self-concept as racially or ethnically influenced process, we revisited these hypotheses with consideration of explanatory mediator (i.e., academic value) and moderator (i.e., perceived school fairness), based on nationally representative longitudinal data of Black, Latino, and White 10th graders ( n ~= 12,920, 50.5% female). Contrary to the selective devaluation hypothesis, we found that Black and Latino youth placed greater value in schoolwork than White adolescents. Contrary to the external attribution hypothesis, self-concept was similarly related to previous achievement between Black and White adolescents and more closely related among Latino adolescents. Based on the results, we proposed three alternative hypotheses that might better explain the process of developing academic self-concept among Black and Latino youth.

Disaster exposure can put survivors at greater risk for subsequent mental health (MH) problems. Within the field of disaster MH research, it is important to understand how the choice of analytic approaches and their implicit assumptions may affect results when using a disaster exposure measure. We compared different analytic strategies for quantifying disaster exposure and included a new analytic approach, latent class analysis (LCA), in a sample of parents and youth. Following exposure to multiple floods in Texas, a sample of 555 parents and 486 youth were recruited. Parents were predominantly female (70.9%) and White (60.8%). Parents were asked to have their oldest child between the ages of 10 and 19 years old participate (M = 13.74 years, SD = 2.57; 52.9% male). Participants completed measures on disaster exposure, posttraumatic stress, depression, and anxiety. The LCA revealed four patterns of exposure in both parents and youth: high exposure (15.5% parent, 9.5% child), moderate exposure (19.8% parent, 28.2% child), community exposure (45.9% parent, 34.4% child), and low exposure (18.8% parent, 27.8% child). In terms of MH, there were similarities across analytic approaches, but the LCA highlighted a threshold effect, with the high exposure class doing worse than all others, d = 1.12. These results have important implications in understanding the different exposure experiences of survivors and the linkage to MH outcomes. The findings are also informative in the development and use of screening tools used in postdisaster contexts in determining who may or may not need MH services., (© 2019 International Society for Traumatic Stress Studies.)

Despite growing research on youth language brokering in immigrant families, evidence regarding its developmental outcomes remains mixed. This study took a person-centered approach, exploring subgroups of language brokers and identifying predictors and long-term outcomes of the subgroup membership. Participants were Chinese American adolescents (N = 350 at Time 1; M age  = 17.04; SD = 0.72; 59% female) followed over two waves spaced four years apart (longitudinal N = 291). Two distinct subgroups of adolescent language brokers were identified using latent profile analyses on language brokering feelings: efficacious and burdened brokers. Adolescents proficient in both English and Chinese were more likely to be efficacious brokers. Furthermore, burdened brokers reported higher parent-child alienation, and in turn, more depressive symptoms in emerging adulthood, compared to efficacious brokers and non-language-brokers. The current findings inform future interventions that burdened language brokers may be most at risk and that improving parent-child relationships may be one way to promote the well-being of young brokers.

This meta-analytic study systematically investigates the relations between perceived racial/ethnic discrimination and socioemotional distress, academics, and risky health behaviors during adolescence, and potential variation in these relations. The study included 214 peer-reviewed articles, theses, and dissertations, with 489 unique effect sizes on 91,338 unique adolescents. Random-effects meta-analyses across 11 separate indicators of well-being identified significant detrimental effects. Greater perceptions of racial/ethnic discrimination were linked to more depressive and internalizing symptoms; greater psychological distress; poorer self-esteem; lower academic achievement and engagement; less academic motivation; greater engagement in externalizing behaviors, risky sexual behaviors, and substance use; and more associations with deviant peers. Metaregression and subgroup analyses indicated differences by race/ethnicity, Gender × Race/Ethnicity interactions, developmental stage, timing of retrospective measurement of discrimination, and country. Overall, this study highlights the pernicious effects of racial/ethnic discrimination for adolescents across developmental domains and suggests who is potentially at greater risk. (PsycINFO Database Record (c) 2018 APA, all rights reserved).

The numbers of university students from immigrant families have been increasing in the United States, yet little research exists on factors influencing their life quality. Self-report data were collected from 2,210 students from one university in California. Direct effects of four contextual stressors (i.e., ethnic discrimination, parent-child cultural conflict, family disengagement, and family financial stress) were examined in relation to life quality. Also, the potential moderating and mediating role of perceived stress was examined, as well as the potential moderating role of students' generational status. The results provided strong support for mediation, showing contextual stressors influenced students' life quality through their perceived stress. Some evidence was found for moderation, showing the complex role of perceived stress. Generational status did not play a moderating role.

Understanding how contexts promote positive educational outcomes is a critical objective of adolescent research. This study provides support for the established link between school climate and educational outcomes and expands our understanding of this association by examining multiple aspects of school climate in a sample of Black adolescents in the United States (N = 1,740). Data were drawn from the Education Longitudinal Study of 2002, and multinomial logistic regression and multiple group modeling in a structural equation modeling framework revealed that Black high school students' perceptions of school safety, school liking, and academic press were associated with enrollment in higher education. Null moderation results suggest that these facets of school climate operate similarly for all students regardless of their gender or socioeconomic status., (© 2017 Society for Research on Adolescence.)

Parents and adolescents often have discrepant views of parenting which pose challenges for researchers regarding how to deal with information from multiple informants. Although recent studies indicate that parent-adolescent discrepancies in reports of parenting can be useful in predicting adolescent outcomes, their findings are mixed regarding whether discrepancies relate to more positive or more negative adolescent outcomes. This study examined the longitudinal implications of parent-adolescent discrepancies in reports of parenting (warmth, monitoring, and reasoning) on adolescent behavioral, psychological, academic, and physical health outcomes among Mexican immigrant families in the United States. Participants were 604 adolescents (54% female, M age.wave1  = 12.41 years) and their parents. Taking a person-centered approach, this study identified distinct patterns of parent-adolescent discrepancies in parenting and their different associations with later adolescent outcomes. Adolescents' more negative perceptions of parenting relative to parents were associated with more negative adolescent outcomes, whereas adolescents' more positive perceptions relative to parents related to more positive adolescent outcomes. There were also variations in discrepancy patterns and their associations with adolescent outcomes between mother-adolescent vs. father-adolescent dyads. Findings of the current study highlight individual variations of discrepancies among parent-adolescent dyads and the importance of considering both the magnitude and direction of discrepancies regarding their associations with adolescent well-being.

Compared to white girls, sexual maturation is accelerated in African American girls as measured by indicators of pubertal development, including age at first menses. Increasing epidemiological evidence suggests that the timing of pubertal development may have strong implications for cardio-metabolic health in adolescence and adulthood. In fact, younger menarcheal age has been related prospectively to poorer cardiovascular risk factor profiles, a worsening of these profiles over time, and an increase in risk for cardiovascular events, including non-fatal incident cardiovascular disease and cardiovascular-specific and all-cause mortality. Yet, because this literature has been limited almost exclusively to white girls/women, whether this same association is present among African American girls/women has not been clarified. In the current narrative review, the well-established vulnerability of African American girls to experience earlier pubertal onset is discussed as are findings from literatures examining the health outcomes of earlier pubertal timing and its antecedents, including early life adversity exposures often experienced disproportionately in African American girls. Gaps in these literatures are highlighted especially with respect to the paucity of research among minority girls/women, and a conceptual framework is posited suggesting disparities in pubertal timing between African American and white girls may partially contribute to well-established disparities in adulthood risk for cardio-metabolic disease between African American and white women. Future research in these areas may point to novel areas for intervention in preventing or lessening the heightened cardio-metabolic risk among African American women, an important public health objective.

The transition to high school is disruptive for many adolescents, yet little is known about the supportive relational processes that might attenuate the challenges students face as they move from middle to high school, particularly for students from more diverse backgrounds. Identifying potential buffers that protect youth across this critical educational transition is important for informing more effective support services for youth. In this study, we investigated how personal characteristics (gender, nativity, parent education level) and changes in support from family, friends, and school influenced changes in socioemotional adjustment and academic outcomes across the transition from middle to high school. The data were drawn from 252 students (50% females, 85% Latina/o). The results revealed declines in students' grades and increases in depressive symptoms and feelings of loneliness across the high school transition, with key variation by student nativity and gender. Additionally, stable/increasing friend support and school belonging were both linked to less socioemotional disruptions as students moved from middle to high school. Increasing/stable school belonging was also linked to increases in school engagement across the high school transition. These findings suggest that when high school transitions disrupt supportive relationships with important others in adolescents' lives, adolescents' socioemotional well-being and, to a lesser extent, their academic engagement are also compromised. Thus, in designing transition support activities, particularly for schools serving more low-income and race/ethnic minority youth, such efforts should strive to acclimate new high school students by providing inclusive, caring environments and positive connections with educators and peers.

The present study aims to address how dyadic and triadic family interactions across the transition to parenthood contribute to the later development of toddlers' adaptive emotion regulation using structural equation modeling methods. Specifically, we examined the interrelations of observed marital negative affect before childbirth, parents' emotional withdrawal during parent-infant interactions at 8 months, and coparenting conflict at 24 months as predictors of toddlers' adaptive emotion regulation at 24 months. Data for the present study were drawn from a longitudinal dataset in which 125 families were observed across the transition to parenthood. Results suggested that prenatal marital negativity predicted mothers' and fathers' emotional withdrawal toward their infants at 8 months postbirth as well as coparenting conflict at 24 months postbirth. Coparenting conflict and father-infant emotional withdrawal were negatively associated with toddlers' adaptive emotion regulation; however, mother-infant emotional withdrawal was not related. The implications of our study extend family systems research to demonstrate how multiple levels of detrimental family functioning over the first 2 years of parenthood influence toddlers' emotion regulation and highlight the importance of fathers' emotional involvement with their infants. (PsycINFO Database Record, ((c) 2017 APA, all rights reserved).)

There is an extensive body of work documenting the negative socioemotional and academic consequences of perceiving racial/ethnic discrimination during adolescence, but little is known about how the larger peer context conditions such effects. Using peer network data from 252 eighth graders (85% Latino, 11% African American, 5% other race/ethnicity), the present study examined the moderating role of cross-ethnic friendships and close friends' experiences of discrimination in the link between adolescents' perceptions of discrimination and well-being. Cross-ethnic friendships and friends' experiences of discrimination generally served a protective role, buffering the negative effects of discrimination on both socioemotional well-being and school outcomes. Overall, results highlight the importance of considering racial/ethnic-related aspects of adolescents' friendships when studying interpersonal processes closely tied to race/ethnicity., (© 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.)

Parental discriminatory experiences can have significant implications for adolescent adjustment. This study examined family processes linking parental perceived discrimination to adolescent depressive symptoms and delinquent behaviors by using the family stress model and incorporating family systems theory. Participants were 444 Chinese American adolescents (M age.wave1  = 13.03) and their parents residing in Northern California. Testing of actor-partner interdependent models showed a significant indirect effect from earlier paternal (but not maternal) perceived discrimination to later adolescent adjustment through paternal depressive symptoms and maternal hostility toward adolescents. The results highlight the importance of including both parents and examining actor and partner effects to provide a more comprehensive understanding of how maternal and paternal perceived discrimination differentially and indirectly relate to adolescent adjustment., (© 2016 The Authors. Child Development © 2016 Society for Research in Child Development, Inc.)

Evidence that the learning gains of preschool fade as children transition into elementary school has led to increased efforts to sustain preschool advantages during this key transitional period. This study explores whether the observed benefits of sustainability practices for a range of child outcomes are explained and/or moderated by family and school mechanisms selecting children into experiencing these practices. Analyses of the Early Childhood Longitudinal Study-Birth Cohort revealed that both family and school factors predicted children's exposure to several PK-3 sustainability practices. PK-3 sustainability practices were associated with reading (but not math) gains and better interpersonal skills (but not fewer externalizing behaviors) following the transition into kindergarten. These links were not conditioned by the selection mechanisms. The findings highlight who is more likely to seek out (at the family level) or offer (at the school level) sustainability practices and how relevant they are to fighting preschool fadeout.

Parental educational involvement in primary and secondary school is strongly linked to students' academic success; however; less is known about the long-term effects of parental involvement. In this study, we investigated the associations between four aspects of parents' educational involvement (i.e., home- and school-based involvement, educational expectations, academic advice) and young people's proximal (i.e., grades) and distal academic outcomes (i.e., educational attainment). Attention was also placed on whether these relations varied as a function of family socioeconomic status or adolescents' prior achievement. The data were drawn from 15,240 10th grade students (50 % females; 57 % White, 13 % African American, 15 % Latino, 9 % Asian American, and 6 % other race/ethnicity) participating in the Education Longitudinal Study of 2002. We observed significant links between both school-based involvement and parental educational expectations and adolescents' cumulative high school grades and educational attainment. Moderation analyses revealed that school-based involvement seemed to be particularly beneficial for more disadvantaged youth (i.e., those from low-SES families, those with poorer prior achievement), whereas parents' academic socialization seemed to better promote the academic success of more advantaged youth (i.e., those from high-SES families, those with higher prior achievement). These findings suggest that academic interventions and supports could be carefully targeted to better support the educational success of all young people.

Because children from low-income families benefit from preschool but are less likely than other children to enroll, identifying factors that promote their enrollment can support research and policy aiming to reduce socioeconomic disparities in education. In this study, we tested an accommodations model with data on 6,250 children in the Early Childhood Longitudinal Study-Birth Cohort. In general, parental necessity (e.g., maternal employment) and human capital considerations (e.g., maternal education) most consistently predicted preschool enrollment among children from low-income families. Supply side factors (e.g., local child care options) and more necessity and human capital factors (e.g., having fewer children, desiring preparation for school) selected such children into preschool over parental care or other care arrangements, and several necessity factors (e.g., being less concerned about costs) selected them into non-Head Start preschools over Head Start programs. Systemic connections and child elicitation did not consistently predict preschool enrollment in this population., ((c) 2016 APA, all rights reserved).)

Racial/ethnic minority youth live at the intersection of diverse cultures, yet little is known about cultural socialization outside families or how cultural socialization in multiple settings conjointly influences adolescent well-being. In a sample of 236 8th graders (51 % female; 89 % Latinos, 11 % African Americans), we examined adolescents' perceptions of family and peer cultural socialization toward the heritage culture and the mainstream American culture. A variable-centered approach demonstrated that the socioemotional and academic benefits of family cultural socialization were most evident when peer cultural socialization was congruently high. Although family and peer cultural contexts are often assumed to be drastically different, we identified similar proportions of adolescents experiencing congruently high, congruently low, and incongruent cultural socialization from families and peers using a person-centered approach. Although the incongruent group received relatively high levels of cultural socialization in one setting, their well-being was similar to the congruently low group. The findings highlight the importance of considering cultural socialization across multiple developmental settings in understanding racial/ethnic minority youth's well-being.

Purpose: The goal of this study was test expectations derived from sociological and developmental perspectives that the association between phonics instruction in kindergarten classrooms and reading achievement during the first year of school in the low-income population would depend on whether children had previously attended preschool as well as the socioeconomic composition of their elementary schools., Methodological Approach: Autoregressive modeling was applied to nationally representative data from 7,710 children from low-income families in the Early Childhood Longitudinal Study-Kindergarten Cohort, with a series of sensitivity tests to improve causal inference and explore the robustness of results., Findings: The association between phonics instruction and achievement was strongest among children from low-income families who had not attended preschool and then enrolled in socioeconomically disadvantaged elementary schools and among children from low-income families who had attended preschool and then enrolled in socioeconomically advantaged elementary schools., Research and Practical Implications: Insight into educational inequality can be gained by situating developing children within their proximate ecologies and institutional settings, especially looking to the match between children and their contexts. These findings are relevant to policy discussions of early education, instructional practices, and desegregation.

In a culturally diverse society, youth learn about multiple cultures from a variety of sources, yet the existing assessment of cultural socialization has been limited to parents' efforts to teach youth about their heritage culture. The current study adapted and extended an existing cultural socialization measure (Umaña-Taylor & Fine, 2004) to assess 4 types of socialization practices encountered specifically during adolescence: cultural socialization by families and peers toward both one's heritage culture and the mainstream culture. In a pilot study, we developed the Cultural Socialization Scale based on retrospective reports from 208 young adults, maximizing young adults' ability to reason and reflect their adolescent experiences with various socialization practices. In the primary study, we examined the psychometric properties of the scale using reports from 252 adolescents. Cultural socialization occurred from both socialization agents toward both cultures. Our Cultural Socialization Scale demonstrated stable factor structures and high reliabilities. We observed strong factorial invariance across the 4 subscales (6 items). Multiple indicators multiple causes models also demonstrated invariance for each subscale across adolescents' demographic characteristics (i.e., gender, race/ethnicity, nativity, socioeconomic status, language of assessment). The implications of the Cultural Socialization Scale are discussed., ((c) 2015 APA, all rights reserved).)

We investigated the links between racial/ethnic marginalization (i.e., having few same-race/ethnic peers at school) and adolescents' socioemotional distress and subsequent initiation of substance use (alcohol and marijuana) and substance use levels. Data from 7,731 adolescents (52% female; 55% White, 21% African American, 16% Latino, 8% Asian American) were drawn from the National Longitudinal Study of Adolescent to Adult Health. In our path analysis model, we found that adolescents who were racially/ethnically marginalized at school (i.e., who had less than 15% same-ethnicity peers) reported poorer school attachment, which was linked to more depressive symptoms. More depressive symptoms were associated with higher levels of subsequent marijuana and alcohol use. These relationships showed some variation by students' gender, race/ethnicity, and age. Findings suggest that the influence of school demographics extends beyond the academic domain into the health and well-being of young people., ((c) 2015 APA, all rights reserved).)

Adolescents' perceptions of the prejudice in their social environments can factor into their developmental outcomes. The degree to which others in the environment perceive such prejudice-regardless of adolescents' own perceptions-also matters by shedding light on the contextual climate in which adolescents spend their daily lives. Drawing on the National Longitudinal Study of Adolescent Health, this study revealed that schoolwide perceptions of peer prejudice, which tap into the interpersonal climate of schools, appeared to be particularly risky for adolescents' academic achievement. In contrast, adolescents' own perceptions of peer prejudice at schools were associated with their feelings of alienation in school. Importantly, these patterns did not vary substantially by several markers of vulnerability to social stigmatization.