Co-developmental trajectories of aggression and rule-breaking from middle childhood to early adolescence: individual and environmental predictors.

This study examined the heterogeneous co-developmental trajectories of aggression and rule-breaking from middle childhood to early adolescence, as well as how these identified, distinct trajectories related to individual and environmental predictors. A total of 1944 Chinese elementary school students in grade 4 (45.5% girls, Mage = 10.06, SD = 0.57) completed measures on five occasions across two and a half years, using six-month intervals. Findings included: (a) Parallel process latent class growth modeling revealed four distinct co-developmental trajectory groups of aggression and rule-breaking: congruent-low (84.0%); moderate-decreasing aggression and high-decreasing rule-breaking (3.8%); moderate-increasing aggression (5.9%); and moderate-increasing rule-breaking (6.3%); (b) Multivariate logistic regression analyses revealed that children belonging to the high risk groups were more likely to experience multiple individual and environmental difficulties. Implications for prevention of aggression and rule-breaking were discussed.

Deviant peer affiliation, self-control, and aggression during early adolescence: within-person effects and between-person differences.

Abundant studies have explored the relations among deviant peer affiliation, self-control, and aggression without separating within-person from between-person effects. Moreover, it is unclear whether self-control mediates the associations between deviant peer affiliation and aggression during early adolescence. This longitudinal study used Random Intercept Cross-Lagged Panel Model to examine the dynamic relations among deviant peer affiliation, self-control, and aggression within individuals, including examining whether self-control mediated the relations between deviant peer affiliation and aggression. A total of 4078 early adolescents (54% boys, Mage = 9.91, SD = 0.73) completed questionnaires on four occasions across 2 years. Results indicated: (a) Deviant peer affiliation and aggression positively predicted each other; (b) Self-control and aggression negatively predicted each other but were unstable; (c) Deviant peer affiliation and self-control negatively predicted each other; and (d) Self-control mediated the path from aggression to deviant peer affiliation, but not vice versa. The results more precisely identify the relations among deviant peer affiliation, self-control, and aggression within individuals, providing valuable information for prevention and intervention programs targeted at alleviating early adolescent aggression.

The influence of negative life events on adolescent suicidal ideation: Longitudinal mediating effect of emotional problems.

INTRODUCTION: Youth suicide is a worldwide public health and social issue. Suicidal ideation (SI), which spans a spectrum of thoughts from mild cognitions about death to serious and specific plans about taking one's life, is a significant risk factor for actual completed suicide. Thus, it is important to identify the environmental factors and psychological mechanisms that affect SI in adolescents. METHODS: A sample of 607 Chinese high school students (Mage = 16.20, SD = 0.55) participated. Latent growth curve modeling was used to examine developmental trends in emotional problems and SI, incorporating a four-wave longitudinal design over a 1-year interval. A longitudinal mediation model was constructed to examine the effects of the intercept and slope of emotional problems in the relation between negative life events and SI. RESULTS: The results indicated that: (1) adolescents demonstrated a linear decrease in emotional problems and SI during the follow-up period, and the higher the initial level, the slower the growth rate; (2) negative life events demonstrated a significant positive predictive effect on the initial level of adolescent SI; and (3) negative life events played an indirect role in the initial level of adolescent SI through the initial level of emotional problems. CONCLUSIONS: Negative life events and emotional problems are influential factors in the level of SI in adolescents; however, further research is needed regarding the rate of change in SI.

A study on classification features of depressive symptoms in adolescents.

Although extensive literature has addressed depression among adolescents, few studies have emphasized the classification features of depressive symptoms in adolescents. To gain insight into the hierarchy and heterogeneity of depression in adolescents based on symptoms, 5086 adolescents completed the Chinese version of the Center for Epidemiological Studies Depression Scale (CES-D). Using Latent Class Analysis (LCA), we identified different subgroups of adolescents based on depressive symptoms. Multivariate logistic regression analysis was implemented to examine the relations between latent classes and demographic covariates. Four latent classes of individuals with depressive symptoms displaying a pattern of hierarchical organization were identified. The four classes were ordered by the degree of severity, ranging from the students reporting the highest number of depressive symptoms to the lowest number: "probable clinical depression", "subthreshold depression", "mild depression" and "low depression", accounting for 8.2%, 19.2%, 41.8% and 30.8% of total sample respectively. Further analyses revealed that compared to the "mild depression" class, the rest of three classes differed significantly across age groups and only child (vs. sibling) status. In conclusion, classifying the groups of adolescents based on features of depressive symptoms is potentially useful for understanding risk factors and developing tailored prevention and intervention programs for this age group.

Family dysfunction and anxiety in adolescents: A moderated mediation model of self-esteem and perceived school stress.

This 18-month longitudinal study examined a moderated mediation model addressing the psychosocial mechanisms that account for the association between family dysfunction and anxiety. A sample of 847 Chinese early adolescents (M age = 12.96 years, SD = 0.67) completed questionnaires assessing family dysfunction, self-esteem, perceived school stress, and anxiety on three occasions at 6-month intervals. After gender and socioeconomic status were included as covariates, the results revealed that family dysfunction was significantly associated with adolescents' anxiety. Moreover, self-esteem partially mediated the relation between family dysfunction and anxiety, and perceived school stress moderated the mediation process in the family dysfunction to anxiety path and in the self-esteem to anxiety path. The findings suggested that both social contextual factors (e.g., family dysfunction and school stress) and self-system factors (e.g., low self-esteem) are risk factors for increased anxiety levels in adolescents. Limitations and practical applications of the study were discussed.

Psychometric support of the school climate measure in a large, diverse sample of adolescents: a replication and extension.

BACKGROUND: The School Climate Measure (SCM) was developed and validated in 2010 in response to a dearth of psychometrically sound school climate instruments. This study sought to further validate the SCM on a large, diverse sample of Arizona public school adolescents (N = 20,953). METHODS: Four SCM domains (positive student-teacher relationships, academic support, order and discipline, and physical environment) were available for the analysis. Confirmatory factor analysis and structural equation modeling were established to construct validity, and criterion-related validity was assessed via selected Youth Risk Behavior Survey (YRBS) school safety items and self-reported grade (GPA) point average. RESULTS: Analyses confirmed the 4 SCM school climate domains explained approximately 63% of the variance (factor loading range .45-.92). Structural equation models fit the data well χ(2) = 14,325 (df = 293, p < .001), comparative fit index (CFI) = .951, Tuker-Lewis index (TLI) = .952, root mean square error of approximation (RMSEA) = .05). The goodness-of-fit index was .940. Coefficient alphas ranged from .82 to .93. Analyses of variance with post hoc comparisons suggested the SCM domains related in hypothesized directions with the school safety items and GPA. CONCLUSIONS: Additional evidence supports the validity and reliability of the SCM. Measures, such as the SCM, can facilitate data-driven decisions and may be incorporated into evidenced-based processes designed to improve student outcomes.

A dual-factor model of mental health: toward a more comprehensive understanding of youth functioning.

Traditional mental health models focus on psychological problems and distress; accordingly, health is viewed as the absence of illness or disability. In contrast, a dual-factor model of mental health incorporates both indicators of positive subjective well-being (SWB) and measures of psychopathological symptoms to comprehensively determine an individual's psychological adjustment. This study used such a dual-factor model to measure the mental health status of young adolescents. A total of 764 middle school students were classified into one of four distinct groups based on having high or low psychopathology and high or low SWB. Furthermore, group differences in student engagement, academic achievement, and environmental support for learning were investigated. Results demonstrated the existence of a traditionally neglected group of adolescents (low SWB and low psychopathology) who are nonetheless at risk for academic and behavior problems in school and who performed no better than the most troubled group of adolescents. Overall, both the presence of positive well-being and the absence of symptoms were necessary for ensuring the most advantageous school performance. These results highlight the importance of incorporating positive indicators of well-being along with traditional negative factors in more fully understanding relationships between individuals' mental health and educational outcomes.