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Studies examining the associations between adolescent social media use and depression/anxiety symptoms show inconsistent results and do not elucidate the direction of associations. Differences in how studies operationalize social media use and consider potential moderating effects of sex and extraversion could contribute to inconsistencies. A distinction has been made between three types of social media use: passive, active and problematic. This study examined longitudinal associations between these types of adolescents' social media use and depression/anxiety symptoms and moderation effects of sex or extraversion. At ages 13 (T1) and 14 (T2), 257 adolescents completed an online questionnaire regarding their depression and anxiety symptoms and problematic social media use as well as three social media use diaries. Cross-lagged panel modeling (CLPM) revealed a positive association between problematic use and later anxiety symptoms (β =.16, p =.010). Extraversion moderated the association between active use and anxiety (β = -.14, p =.032). Specifically, active use predicted higher subsequent anxiety symptoms only in adolescents with low to moderate levels of extraversion. No sex moderation was found. While social media use (active or problematic) predicted later anxiety symptoms (but not depression), the reverse was not the case. However, highly extraverted individuals seem to be less vulnerable to potential negative effects of social media use. [ABSTRACT FROM AUTHOR]

Unlike organized activities such as sports and arts, civic activities in adolescence (e.g., volunteering, student government) have been less studied in relation to school success and almost all existing evidence consists of cross-sectional findings. In a longitudinal study, 1035 pupils (64% females, 20% nonwhite, Mage = 14.21 years) from high schools reported their engagement in organized non-civic and civic activities during the school year, dimensions of activity participation (e.g., intensity, duration, motives), and covariables (age, gender, ethnicity, SES, self-esteem, parental relationship, school motivation). Previous and end-of-year grade point average (GPA) were collected from school administrations. Results revealed that both civic and non-civic organized activities independently predicted increases in GPA over the school year, even after adjusting for all covariables. [ABSTRACT FROM AUTHOR]

Verbal interactions between children and educators can support the language development of preschoolers when conversations are of high quality. Educators’ conversations with preschoolers are known to be responsive, but they are not always sufficiently complex. Educators’ talk and topics may be too simple to propel preschoolers' oral language development. Studies on professional development programs that focused on enhancing educators’ use of language-supporting practices have shown inconsistent results. A better understanding of how educators use language supporting practices could contribute to the design and implementation of more effective professional development programs. Thus, the purpose of this qualitative study was to describe the declared practices of early childhood educators when they support the language development of preschoolers. Twelve early childhood educators were interviewed individually, and a thematic analysis was conducted. Educators’ declared practices are described through five themes: (1) relationships first, (2) planning the day, (3) establishing a supportive environment, (4) encouraging children to talk, and (5) talking to children. Educators are aware of many of the strategies known to be effective in supporting early language development. However, very few of them declared using strategies that specifically support the language development of 4- and 5-years-old children. Finally, findings suggest that early childhood educators could be more cognizant of the importance of their own language regarding preschoolers’ oral language development. [ABSTRACT FROM AUTHOR]