Teen Dating Violence Perpetration: Protective Factor Trajectories from Middle to High School among Adolescents

Protecting adolescents from the risk of teen dating violence (TDV) perpetration is critical to enhancing prevention efforts. This study examined longitudinal trajectories of four protective factors (i.e., empathy, social support, parental monitoring, and school belonging) across adolescence in relation to four TDV types (i.e., verbal, relational, physical, and sexual). Adolescents (n = 1,668) who reported being in a relationship or dating during high school completed self‐report measures from middle through high school. Results indicated that all protective factors differentiated between TDV perpetrators and nonperpetrators, although these trajectories varied for boys and for girls and across the different types of TDV. Overall, youth who did not perpetrate TDV in high school generally displayed higher protective factors across the TDV perpetration types.     

Supply of schooling and dropout rates: Evidence from the Oportunidades programme in Mexico

In this article we provide evidence that measures of school supply, such as quantity and quality at the local level, are important predictors of dropout behaviour among conditional cash transfer beneficiaries in Mexico. We use administrative records of the Oportunidades programme in both rural and urban areas to follow the schooling trajectory of a cohort of students from sixth grade to high school. Under half of rural beneficiaries attending sixth grade make it to the tenth grade. Our regression analysis indicates that the absence of a junior high school in a locality increases the probability of dropping out after sixth grade by 6.8 percentage points; the absence of a high school increases the probability of dropping out after ninth grade by 12.2 percentage points. This means that 16% of all rural sixth‐grade students would enter tenth grade if they had junior high and high schools in their localities. Attending a low‐quality junior high school increases the probability of dropping out after ninth grade by 13 percentage points in rural areas and 7.6 percentage points in urban areas.     

Psychosocial,Motivational, and Contextual Profiles of Youth Reporting Different Patterns of Substance Use During Adolescence

This research examined patterns of substance use and academic factors among a sample of 733 African‐American and European‐American adolescents from a metropolitan area. First, youth were classified into 11th grade high, moderate, or no substance use groups and classified as users, initiators, desistors, and nonusers based on eighth and 11th grade use. Nonusers did not differ in eighth grade from 11th grade moderate users and initiators over time. Eighth graders who reported misbehavior and having low‐achieving friends were more likely to be high 11th grade users and users at both grades. Direct achievement effects were not found; however, interactions indicated achievement was protective when paired with having fun at school, high task value, and low levels of socioeconomic status (SES); and was a risk factor when paired with positive self regard, low fun at school and high SES. Cluster analyses indicated the most prevalent group of substance users reported high grades, social reasons for going to school, and having friends who do well in school.     

Marital Conflict Trajectories and Associations With Children's Disruptive Behavior

We seek to identify heterogeneous trajectories of marital conflict during the early childhood period, identify predictors associated with these trajectories, and examine associations between trajectory group membership and children's disruptive behavior. Participants were 469 families examined 4 times when the children were 2 to 54 months of age. Maternal reports of marital conflict, adverse childhood experiences, depressive symptoms, and sociodemographic characteristics were collected, and averaged maternal and paternal reports of child disruptive problems were used. Using growth mixture modeling, 3 trajectories of marital conflict were identified: high increasing (21.8%), high decreasing (7%), and low stable (71.2%). Maternal adverse childhood experiences predicted increased risk of belonging in the high‐increasing group, whereas depressive symptoms predicted increased risk of belonging in the high‐decreasing group. Importantly, children of mothers in the high‐increasing group exhibited higher levels of disruptive behavior at 54 months when compared with children of mothers in the high‐decreasing and low‐stable groups.     

Friendless Adolescents: Do Perceptions of Social Threat Account for Their Internalizing Difficulties and Continued Friendlessness?

Adolescents who lack friends at school are at risk of internalizing difficulties. This study examined a social‐cognitive mechanism underlying friendlessness and internalizing difficulties (i.e., depressive symptoms, social anxiety, low self‐esteem). We tested whether perceived social threat (i.e., peer victimization, sense of unsafety, and peer misconduct) mediates the association between friendlessness and increased internalizing difficulties across middle school. Latent variable structural equation modeling was used to test the model among an ethnically diverse sample of 5,991 (52% female) adolescents. The results demonstrate that friendless sixth‐grade students perceived their school environment as more threatening by seventh grade, which in turn, increased internalizing difficulties from sixth to eighth grade. Perceptions of threat also predicted friendlessness at the end of middle school.     

Developmental Outcomes of School Attachment Among Students of Mexican Origin

We used a longitudinal community study of 674 grade school children (Grades 5, 6, 7, and 8; 337 males, 337 females) of Mexican origin to examine outcomes of school attachment. Attachment to school is important in this population given the high level of school dropout rates of Mexican‐origin students. Results indicated that, on average, school attachment from fifth to sixth grade remains stable, but declines from sixth to eighth grade. Boys had lower levels of school attachment at fifth grade but followed similar patterns of change as girls did. Attachment to teachers, peer competence, school aspirations and expectations, and substance‐use cognitions emerged as longitudinal outcomes of level or changes in school attachment. Gender moderated associations of school attachment.     

Latino Students' Transition to Middle School: Role of Bilingual Education and School Ethnic Context

Participants were 204 academically at‐risk Latino students recruited into a study when in first grade and followed for 9 years. Using piecewise latent growth curve analyses, we investigated trajectories of teacher‐rated behavioral engagement and student‐reported school belonging during elementary school and middle school and the association between trajectories and enrollment in bilingual education classes in elementary school and a change in school ethnic congruence across the transition to middle school. Overall, students experienced a drop in school belonging and behavioral engagement across the transition. A moderating effect of ethnic congruence on bilingual enrollment was found. A decline in ethnic congruence was associated with more positive trajectories for students previously enrolled in bilingual classes but more negative trajectories for nonbilingual students.     

The Development of Four Types of Adolescent Dating Abuse and Selected Demographic Correlates

This study determined the shape of trajectories from ages 13 to 19 of 4 types of dating abuse perpetration and examined whether the demographic characteristics of sex, minority status, socioeconomic status, and family structure systematically explained variation in the trajectories. The data are from 5 waves of data collected from 973 adolescents participating in the control group of a randomized trial. The mean trajectory for psychological dating abuse was positive linear, but the mean trajectories were curvilinear for moderate physical, severe physical, and sexual dating abuse. At all ages, boys reported more severe physical and sexual dating abuse than girls, minorities reported more moderate and severe physical dating abuse than Whites, adolescents in single‐parent households reported more psychological and severe physical dating abuse than those in 2‐parent‐households, and parental education was negatively associated with psychological and moderate physical dating abuse perpetration. The findings have implications for future research and for practice.     

Parental Provision of Academic Structure and the Transition to Middle School

This study examined parents' provision of academic structure, and whether they implement it in an autonomy supportive or controlling manner, in relation to children's competence‐related beliefs, motivation, and academic behavior over the transition to middle school. Interviews with 160 sixth‐grade children were coded on parental structure and autonomy support. Children reported on their competence‐related beliefs, motivation, and engagement in sixth and seventh grades. Regression analyses showed that higher structure predicted seventh‐grade perceived competence, intrinsic motivation, engagement, and English grades, controlling for these same outcomes at sixth grade. Autonomy support predicted perceived competence, autonomous motivation, and English grades, controlling for prior outcomes. Structural equation models indicated that relations between structure and engagement and between autonomy support and grades were mediated by perceived competence.     

Same‐Ethnic,Interethnic, and Interracial Friendships Among Asian Early Adolescents

This study examined the psychological functions of three friendship types (i.e., same ethnic, interethnic, and interracial) in a sample of 785 sixth‐grade Asian students (M_age = 11.5 years). Participants listed their friends in sixth grade and whether each nominated friend was the same or a different ethnic group. They also reported on their ethnic identity, intergroup relations, and perceived school safety. Results showed that same‐ethnic friendships were related to stronger ethnic identity and interracial friendships were uniquely related to school safety. Interethnic friendships (an Asian friend from a different country of origin) when perceived as same ethnic functioned similarly to same‐ethnic friendships, whereas interethnic friendships perceived as from a different ethnic group, like interracial friendships, were associated with better intergroup relations. Implications for studying friendships in ethnically diverse samples are discussed.     

Adolescent Behavioral,Emotional, and Cognitive Engagement Trajectories in School and Their Differential Relations to Educational Success

The current study used a multidimensional approach to examine developmental trajectories of three dimension of school engagement (school participation, sense of school belonging, and self‐regulated learning) from grades 7 to 11 and their relationships to changes in adolescents’ academic outcomes over time. The sample includes 1,148 African American and European American adolescents (52% females, 56% black, 34% white, and 10% others). As expected, the downward trajectories of change in school participation, sense of belonging to school, and self‐regulated learning differed as did their predictive relationships with academic performance and educational aspiration, with school belonging declining most markedly, but being least predictive of changes in grade point average.     

Coming of age in African American English: A longitudinal study1

This study examines trajectories of development in the use of African American English (AAE) for 32 speakers through the first 17 years of their lives based on a unique, longitudinal database. Temporal data points in the analysis include 48 months, Grade 1 (about age 6), Grade 4 (about age 9), Grade 6 (about age 11), Grade 8 (about age 13), and Grade 10 (about age 15). Complementary methods of analysis for assessing AAE include a token‐based Dialect Density Measure (DDM), a type‐based vernacular diversity index, and frequency‐based variation analysis. The study reveals different trajectories and peak periods for the use of AAE, including a ‘roller coaster’ and a curvilinear trajectory; at the same time, there is a common dip among speakers in the overall use of vernacular AAE from Grade 1 through Grade 4. Examination of a selective set of demographic and self‐regard measures shows no significant differences for gender, school racial density, racial peer contacts, and measures of Afro‐centrality, but does show a significant correlation between mothers’ and child use of AAE as well as age/grade.     

Differential Developmental Profiles of Adolescents Using Sexually Explicit Internet Material

This study used a person-centered approach to examine whether different developmental trajectories of boys’ and girls’ use of sexually explicit Internet material (SEIM) exist, which factors predict these trajectories, and whether sexual behavior develops differently for adolescents in these trajectories. A combination of latent class growth analysis on SEIM use and latent growth curve analysis on sexual behavior was used on four-wave longitudinal data of 787 eighth through tenth grade Dutch adolescents. Among boys, four SEIM use trajectories were identified, which were labeled Nonuse/Infrequent Use, Strongly Increasing Use, Occasional Use, and Decreasing Use. Among girls, a large Stable Nonuse/Infrequent Use and smaller Strongly Increasing Use and Stable Occasional Use trajectories were distinguished. Higher initial levels and/or stronger increases in SEIM use were predicted by demographic, social contextual, personal, and media use characteristics, including a stronger sexual interest, a higher degree of perceived realism regarding sexualized Internet content, and more permissive sexual attitudes. Moreover, initial levels of and, to some extent, developmental changes in sexual behavior varied for boys and girls in the different SEIM use trajectories. Whereas some adolescents showed concurrent low levels, or parallel strong increases in SEIM use and sexual behavior, a subgroup of boys decreased their SEIM use while increasing their sexual behavior.     

Trajectories of positive youth development and promotive factors among adolescents during the transition to high school in China

Within the framework of positive youth development (PYD) and life course theory, this study was designed to examine patterns of PYD and promotive factors over the first semester of Chinese high school with a sample of 480 students (boys, 43.96%). The growth mixture model identified four trajectories of PYD, labeled high start–fast decreasing, high start–low decreasing, low start–low increasing, and mid–persistent. Results also showed that membership in a PYD trajectory is significantly related to three promotive factors: parental involvement, teacher involvement, and intentional self-regulation. These findings have important theoretical and practical insights for a deeper understanding of the underlying mechanisms of positive development in adolescents following the critical period surrounding the transition to high school.     

Predictors of Substance Use and Mental Health of Children of Divorce

Abstract

This short-term longitudinal study examined psycho-social influences on substance use and mental health among children of divorced parents. The sample consisted of ethnically diverse fifth and sixth grade students, and compared children of divorced parents (CODPs; N = 176), who were an average of four years post-divorce, with children of married parents (COMPs; N = 213) who had never divorced. CODPs reported more life stress, less problem-focused coping, and more substance-using friends and family members than COMPs. Further, these variables were significantly related to CODPs' greater reported substance use, aggressive behavior, and depression than COMPs cross-sectionally, and longitudinally, four months later. The results suggest the importance of including both substance use and mental health outcomes in preventive interventions for CODPs.     

The Relation Between Peer Victimization and Adolescents' Well‐Being: The Moderating Role of Ethnicity Within Context

This study examined the moderating effects of individual ethnicity and school ethnic composition on the relation between peer victimization and adolescents' well‐being. Participants were 4,593 sixth grade students attending 36 schools categorized as ethnically diverse or predominantly African American, European American, or Latino American. Multilevel models revealed relations between participants' ethnicity and their reported frequency of overt but not relational victimization. Findings did not support the hypothesis that adolescents in the minority group in their school would be more frequently victimized than adolescents in the majority group. Furthermore, contrary to hypothesis, the relation between the reported frequency of victimization and well‐being did not vary as a function of the interaction between adolescents' ethnicity and their schools' ethnic composition.     

Academic and health-related trajectories in adolescence: the intersection of gender and athletics

This study takes a life course approach to adolescent academic and health-related behavior. Researchers have often studied academic achievement and substance use as unrelated, static, and de-contextualized phenomena. Applying latent growth curve modeling to a sample of 2,651 high school freshmen and sophomores in California and Wisconsin (1987-1990), this study treats achievement and substance use as dynamic trajectories, inter-related to each other, and influenced by proximate and structural contexts. In general, achievement is high at the start of high school and then declines. This downward trend is driven by male non-athletes. Substance use is initially low and then increases, with boys driving this increase. Finally, academic and health-related trajectories are most related among athletes, who experience long-term academic consequences from risky health-related behavior. Overall, gender-athletic status can serve as either protective or risk factor, depending on the behavior and the temporal perspective.     

Correlates of Ethnicity‐related Dating Preferences among Asian American Adolescents across the High School Years

Ethnicity‐related dating preferences among Asian American adolescents and the links between preferences (i.e., for a same‐ethnic dating partner) and ethnic identity centrality and regard, American identity centrality and regard, parent – adolescent closeness, and perceptions of discrimination were investigated. Data from 175 self‐identified Asian American high school students were collected yearly for four consecutive years. Higher levels of ethnic identity centrality and regard and parent – adolescent closeness averaged across four years were associated with preferring a same‐ethnic partner. Moreover, foreign‐born adolescents were less likely to prefer a same‐ethnic partner when they encountered a higher than average level of discrimination on any given year. Results highlight variability in the developmental and individual‐level factors that shape how adolescents navigate their dating relationships.     

Prevalence and correlates of alcohol use in a survey of rural elementary school students: the New Hampshire study.

Alcohol use by 1190 fourth, fifth and sixth grade students was assessed in a survey of four rural New Hampshire school districts. Half the students surveyed (596) drank, but not regularly; 5 percent (59) were regular drinkers, and an additional 2 percent (19) were regular drinkers and had been drunk at least once. Reported alcohol use increased with both grade and age, and males drank more than females. The child's attitude toward drinking, perceived family attitudes towards drinking, the number of drinking friends, and self-perceived wrongdoing by the child were four factors strongly related to alcohol use. Increased alcohol use was also associated with experimental and current use of cigarettes, marijuana, and smokeless tobacco.     

Teen Dating Violence,Sexual Harassment,and Bullying Among Middle School Youth: Examining Measurement Invariance by Gender

This study investigated measurement invariance by gender among commonly used teen dating violence (TDV), sexual harassment, and bullying measures. Data were collected from one cohort of seventh‐grade middle school students (N = 754) from four schools. Using structural equation modeling, exploratory and confirmatory factor analyses assessed measurement models and tested measurement invariance by gender for aggression measures. Analyses invoked baseline data only. Physical and psychological TDV perpetration measures achieved strict measurement invariance, while bullying perpetration demonstrated partial strict invariance. Electronic TDV and sexual harassment perpetration achieved metric/scalar invariance. Study findings lend validation to prior and future studies using these measures with similar populations. Future research should increase attention to measurement development, refinement, and testing among study measures.