Amy C. Hartl

Understanding loneliness during adolescence: Developmental changes that increase the risk of perceived social isolation

Loneliness is typically defined in terms of feeling states. In this review, we take a somewhat different approach, describing loneliness in terms of perceived social isolation. Vulnerabilities to perceived social isolation differ across the lifespan. Unique properties of adolescence are identified that carry special risk for perceived social isolation. These include (but are not limited to) developmental changes in companions, developmental changes in autonomy and individuation, identity exploration, cognitive maturation, developmental changes in social perspective taking, and physical maturation. Scholars are encouraged to consider loneliness through the lens of perceived social isolation so as to better understand how the experience of physical isolation varies across adolescence.

A Survival Analysis of Adolescent Friendships: The Downside of Dissimilarity

The present study examined whether adolescent friendships dissolve because of characteristics of friends, differences between friends, or both. Participants were 410 adolescents (201 boys, 209 girls; mean age = 13.20 years) who reported a total of 573 reciprocated friendships that originated in the seventh grade. We conducted discrete-time survival analyses, in which peer nominations and teacher ratings collected in Grade 7 predicted the occurrence and timing of friendship dissolution across Grades 8 to 12. Grade 7 individual characteristics were unrelated to friendship stability, but Grade 7 differences in sex, peer acceptance, physical aggression, and school competence predicted subsequent friendship dissolution. The findings suggest that compatibility is a function of similarity between friends rather than the presence or absence of a particular trait.

Learning from friends: measuring influence in a dyadic computer instructional setting

Data collected from partners in a dyadic instructional setting are, by definition, not statistically independent. As a consequence, conventional parametric statistical analyses of change and influence carry considerable risk of bias. In this article, we illustrate a strategy to overcome this obstacle: the longitudinal actor-partner interdependence model (APIM). Participants included 60 girls and 100 boys enrolled in public middle schools, who ranged in age from 10 to 14 at the outset. Students worked in pairs assigned by teachers. At the beginning and end of the instructional period, students completed surveys rating the degree to which the partner was a friend, confidence in ones own computing skills, and computer programming knowledge. APIM analyses revealed partner influence over the acquisition of computer programming skills among friends but not nonfriends. Students with higher initial levels of confidence in their own computing skills were more apt to be influenced by friends. This association was especially strong when confident partners were paired with friends who knew relatively more about computer programming.

Pair programming for middle school students: does friendship influence academic outcomes?

Research shows the benefits of pair programming for retention and performance in computing, but little is known about how relationship dynamics influence outcomes. We describe results from our study of middle school students programming games using Alice and pair programming. From our analysis using statistical procedures that take into account the interdependence of pair data, we found evidence for partner influence moderated by the role of confidence over improvements in Alice programming knowledge in friend partnerships but not non-friend partnerships. We discuss implications for researchers and educators.

Body image mediates negative family climate and deteriorating glycemic control for single adolescents with type 1 diabetes.

INTRODUCTION Glycemic control declines during adolescence, as youth with diabetes struggle with pubertal changes and a changing social world. The present study tests whether body image mediates longitudinal links between family climate and changes in adolescent glycemic control. Mediation was hypothesized for nondating adolescents but not for dating adolescents, because the former are thought to remain more family oriented than the latter. METHOD Participants were German adolescents with Type 1 diabetes (51 girls, 58 boys; M = 15.84 years, SD = 1.44). Participants reported body image and family climate. Physicians assayed blood HbA1c levels (M = 8.22%, SD = 1.80%) to measure glycemic control. RESULTS For nondating adolescents, body image mediated associations between family climate and longitudinal changes in glycemic control. Poorer family climate was associated with poorer body image, which predicted deteriorating glycemic control. For dating adolescents, family climate was unassociated with changes in glycemic control. DISCUSSION Nondating adolescents may look to parents for feedback on body image, which affects how they manage the challenges of diabetes. Parents and practitioners alike should be alert to the fact that family climate continues to be an important determinant of adolescent adjustment, particularly for those who have not moved into romantic relationships. We know that body image matters to adolescents, but for some youth, body image may be the difference between health and serious physical problems. (PsycINFO Database Record

Latino Children's Math Confidence: The Role of Mothers' Gender Stereotypes and Involvement across The Transition to Middle School.

The influence of parental beliefs and behaviors on children’s math confidence and performance is well documented, but few studies examine these associations over time, or in large samples of Latino/a families. This study used longitudinal data from 247 (114 sons and 133 daughters) mother-child dyads to examine whether maternal math gender stereotypes and math involvement predict changes in the mothers’ behavior or changes in the child’s perceived math competence. Maternal math gender stereotypes when children were in fifth grade predicted decreases in mothers’ involvement in their daughter’s math homework from fifth to sixth grade. Greater maternal math involvement in fifth grade predicted increases in sons’ and daughters’ perceptions of math ability from fifth to sixth grades.

The spread of substance use and delinquency between adolescent twins.

This investigation examines the spread of problem behaviors (substance use and delinquency) between twin siblings. A sample of 628 twins (151 male twin pairs and 163 female twin pairs) drawn from the Quebec Newborn Twin Study completed inventories describing delinquency and substance use at ages 13, 14, and 15. A 3-wave longitudinal actor–partner interdependence model (APIM) identified avenues whereby problem behaviors spread from one twin to another. Problems did not spread directly between twins across domains. Instead, 2 indirect pathways were identified: (a) Problems first spread interindividually (between twins) within a behavioral domain, then spread intraindividually (within twins) across behavioral domains (e.g., Twin A delinquency → Twin B delinquency → Twin B substance use); and (b) problems first spread intraindividually (within twins) across behavioral domains, then spread interindividually (between twins) within a behavioral domain (e.g., Twin A delinquency → Twin A substance use → Twin B substance use). Controls for genetic effects, gene–environment correlations, friend substance use and delinquency, and parenting behaviors increase confidence in the conclusion that twin siblings uniquely contribute to the spread of problem behaviors during adolescence. Twin sibling influence is a risk factor for illicit substance use, both because substance use by one twin predicts substance use by the other twin, but also because delinquency in one twin predicts delinquency in the other twin, which then gives rise to greater substance use.

Associations Between Personality and Physical Aggression in Chinese and U.S. Adolescents The Mediating Role of Temper

Youth aggression is a serious global issue, but research identifying personality traits associated with aggression has focused on adults. Little is known about whether similar associations exist during adolescence; even less is known about these associations across cultures. This study examined links between personality and physical aggression in U.S. and Chinese adolescents, and tested whether temper mediates these associations. U.S. (N = 250) and Chinese (N = 199) young adolescents ( X ¯ age = 13.43 years) completed self-reports describing personality, temper, and aggression. Path analyses demonstrated that temper significantly mediated associations from agreeableness and neuroticism to aggression in both samples. The mediating effect of temper was marginally stronger in the Chinese sample than in the U.S. sample, suggesting temper plays a more important role in youth aggression in China than in the United States. Findings highlight the universal role of affect in aggression and demonstrate the importance of cultural context in understanding links between personality and youth aggression.

Conflict and Socioemotional Development

Conflict is inherent in growth, and human development cannot proceed without conflict. Intrapersonal conflict reflects competing impulses and desires as well as incongruent information. The resolution of intrapersonal conflict shapes the individuals view of the self and the selfs place in the world. Interpersonal conflict is a social episode marked by overt behavioral opposition. The characteristics of the participants and their relationship, the issue, the frequency, and the tactics employed determine the developmental significance of interpersonal conflicts. Adaptive, constructive conflicts are known to facilitate individuation, growth, and positive adjustment. Maladaptive, destructive conflicts hinder development and foster social, emotional, and cognitive problems.