Adam A. Rogers

Masculinity and School Adjustment in Middle School

This study was guided by 2 major goals: to provide a basic description of masculinity during early adolescence and examine associations between masculinity and early adolescents’ school adjustment. Using a sample of 338 middle school students (Mage = 12.49, SDage = 0.43, 54% boys, 42% Latina/o) assessed at 2 time points 1 year apart, we examined whether students’ endorsement and/or adherence to traditional masculinity norms of emotional stoicism and physical toughness varied by sex and ethnicity, and whether these norms changed from the 7th to 8th grades. We then used structural equation modeling (SEM) to examine whether students’ endorsement and adherence to these same norms longitudinally predicted their attitudes toward school and their school engagement. Results showed that boys reported higher levels of masculinity than girls, but there were few differences between Latina/o and White students. Results also showed differing patterns of change in masculinity for boys and girls between the 7th and 8th grades. Finally, for boys and girls alike, masculinity norms (emotional stoicism in particular) were associated with increased school avoidance, decreased school liking, and decreased school engagement 1 year later. Contributions of these findings to the current literature are discussed and future directions of research are offered.

Adolescents’ Daily Romantic Experiences and Negative Mood: A Dyadic, Intensive Longitudinal Study

Romantic relationships, although increasingly normative during adolescence, also present unique developmental challenges that can portend psychological difficulties. Underlying these difficulties may be the degree to which daily romantic transactions potentiate fluctuations in negative mood. The present study examined associations between adolescents’ daily romantic relationship experiences and their same-day negative affective states (i.e., fluctuations in high-arousal, aversive mood). Using a dyadic ecological momentary assessment (EMA) design, this study followed an ethnically and socioeconomically diverse sample of 98 adolescent romantic couples twice weekly for 12 weeks (n = 196 individuals; Mage = 16.74 years, SD = 0.90; 45% Latina/o, 45% White; 55% receiving free or reduced meals). The results indicated that various daily romantic experiences (e.g., conflict, feelings about the relationship) predicted greater same-day negative affect. Beyond the effects of these romantic experiences, adolescent couples were also synchronized in their fluctuating negative affective states, evidencing the presence of emotional contagion. Overall, the findings indicate the salience of romantic relationships in the everyday lives of adolescents.

Proximal and Distal Effects of Sensation Seeking and Parenting Environments on Alcohol Use Trajectories from Early Adolescence to Early Adulthood

Adolescent alcohol use is related to disinhibition traits and family environments. However, research is scarce on whether these factors predict alcohol use trajectories distally, from early adolescence into early adulthood. We examined whether sensation seeking and parenting environments in early adolescence predicted adolescents’ alcohol use trajectories proximally (middle-adolescence) and distally (early adulthood). Using four waves of data from 345 adolescents (51.3% female; 80% white) and their primary caregivers, we estimated adolescents’ alcohol use trajectories and examined variability in these by sensation seeking and parental control. The findings revealed distal, positive associations between sensation seeking and alcohol use; and negative, proximal associations between parental control and alcohol use. Also proximally, there was a significant interaction between sensation seeking and parental control. We discuss implications for theory and practice.

Trajectories of positive and negative affect across the transition to college: The role of daily interactions with parents and friends.

The college transition is uniquely challenging for many first-year students. Few studies have investigated developmental change in students’ adjustment across this brief, but significant transition, nor the daily interpersonal dynamics that are associated with adjustment across this same time. Guided by ecological and stage-environment fit frameworks, this study examined trajectories of first-year students’ positive and negative affect across the transition to college. Further, we examined daily interactions with parents and friends as predictors of these trajectories. Participants were 146 first-year college students from a large southwestern university entering their first semester of college (Mage = 17.82, SD = 0.50). Electronic ecological momentary assessments (EMAs) were administered to students twice weekly (maximum 49 observations) from July to December to assess daily experiences during the transition to college and across the first semester. Multilevel growth analyses showed that students reported a meaningful decrease in positive affect across the first semester, but stable levels of negative affect. Involvement and conflict with parents and friends predicted variability in these average changes, as well as daily affective states. As expected, greater involvement with parents and friends was associated with greater positive and less negative affect, and reports of conflict with parents and friends predicted negative affect experiences. Together, these findings suggest the importance of support from parents and friends during the initial adaptation to college, as well as the potential undermining role of conflict with significant others.