Friends know you: Peer nomination of self-control predict changes in academic achievement and friendship among adolescents.

INTRODUCTION: Self-control predicts academic achievement and social outcomes in adolescents. Despite the increased role of peers in the lives of adolescents, little is known about whether peers' views of an individual's self-control have predictive validity for academic and social outcomes. METHOD: In a longitudinal study involving over 1500 adolescents (Mage = 13.74), we examined whether peer nomination of self-control provides incremental predictive validity over and above self-reports for rank-order changes in academic achievement and friendship (i.e., the total number of nominations received as a best friend). To do so, we followed 8th graders through the 9th grade, measuring self-reported self-control (academic vs. social), peer-nominated self-control (academic vs. social), grade point average, and friendship. RESULTS: Peer-nominated academic self-control predicted rank-order changes in grade point average and peer-nominated interpersonal self-control predicted rank-order changes in friendship over and above self-reported academic and interpersonal self-control. CONCLUSION: Our findings demonstrate the predictive utility of peer nominations in research on self-control.

Values-Alignment Messaging Boosts Adolescents' Motivation to Control Social Media Use.

Two preregistered experiments with 2,733 U.S. high school students (age range = 13-19 years) compared the impact of different messages on adolescents' motivation to control social media use (SMU). A traditional message emphasized the benefits of avoiding SMU, whereas a values-alignment message framed controlling SMU as being consistent with autonomy and social justice. Compared to no message or a traditional message, in both studies, a values-alignment message led to greater motivation to control SMU immediately afterward, and in Study 2, awareness of "addictive" social media designs 3 months later. As hypothesized, values-alignment messaging was more motivating for girls than boys. Results offer preliminary support for leveraging adolescents' drives for autonomy and social justice to motivate self-regulation of SMU.

#Grateful: Longitudinal Associations Between Adolescents' Social Media Use and Gratitude During the COVID-19 Pandemic.

During the COVID-19 pandemic, some ways of using social media-such as directly communicating with friends-may have helped adolescents thrive. We examined longitudinal associations between high school adolescents' social media use and gratitude across a 15-month period before and during the pandemic (n = 704, Mage  = 15.10; 52% girls). The trajectories of gratitude and the importance of social media for meaningful conversations with friends-but not frequency of social media use-were positively associated over time. At the within-person level, gratitude predicted increased importance of social media for meaningful conversations, but not vice-versa. Findings suggest that gratitude may be associated with and may motivate using social media to foster social connection, but may not increase overall social media use.

Self-Control and Academic Achievement.

Self-control refers to the alignment of thoughts, feelings, and actions with enduringly valued goals in the face of momentarily more alluring alternatives. In this review, we examine the role of self-control in academic achievement. We begin by defining self-control and distinguishing it from related constructs. Next, we summarize evidence that nearly all students experience conflict between academic goals that they value in the long run and nonacademic goals that they find more gratifying in the moment. We then turn to longitudinal evidence relating self-control to academic attainment, course grades, and performance on standardized achievement tests. We use the process model of self-control to illustrate how impulses are generated and regulated, emphasizing opportunities for students to deliberately strengthen impulses that are congruent with, and dampen impulses that are incongruent with, academic goals. Finally, we conclude with future directions for both science and practice.

How is Mindfulness Linked to Negative and Positive Affect? Rumination as an Explanatory Process in a Prospective Longitudinal Study of Adolescents.

Research shows greater mindfulness is associated with less negative affect and more positive affect. Fewer studies have examined the mediating psychological processes linking mindfulness to these outcomes in adolescents. This three-wave, prospective longitudinal study examines rumination-the tendency to engage in repetitive and negative self-focused thinking-as one potential explanatory process. High school students (N = 599, Mage = 16.3 years; 49% girls) completed a short-form version of the Five Facet Mindfulness Questionnaire, in addition to self-report measures of rumination and negative and positive affect three times over the course of a school year. Autoregressive, cross-lagged panel models tested reciprocal, prospective associations between mindfulness, rumination, and negative and positive affect, while accounting for prior levels of each construct, within-wave covariances, and gender and grade level. The results showed that the nonjudgment mindfulness facet (and the total mindfulness score) predicted cross-wave reductions in rumination, that in turn predicted cross-wave reductions in negative affect. No evidence for mediation was found for positive affect, or for any of the other mindfulness facets (describe, acting with awareness, and nonreactivity). This study provides suggestive evidence that individual differences in mindfulness, and in particular nonjudgmental acceptance, prospectively predict less negative affect through lower rumination.

Perceiving effort as poor learning: The misinterpreted-effort hypothesis of how experienced effort and perceived learning relate to study strategy choice.

How do learners make decisions about how, what, and when to study, and why are their decisions sometimes ineffective for learning? In three studies, learners experienced a pair of contrasting study strategies (Study 1: interleaved vs. blocked schedule; Studies 2 & 3: retrieval practice vs. restudy) and rated their perceptions of each strategy before choosing one for future use. In all three studies, mediation analysis revealed that participants who perceived a strategy as more effortful rated it as less effective for learning and, in turn, were less likely to choose it for future study. Further, choosing the more effortful strategy was associated with better long-term retention (Study 3), contrary to participants' judgments. A final fourth study suggested that these relationships were not driven by the mere act of providing ratings. Our results thus support a misinterpreted-effort hypothesis in which the mental effort associated with many normatively effective learning strategies (desirable difficulties; Bjork & Bjork, 1992) leads learners to misinterpret them as ineffective for learning and consequently not to employ them in self- regulated learning.

Within-person changes in mindfulness and self-compassion predict enhanced emotional well-being in healthy, but stressed adolescents.

Meditation training programs for adolescents are predicated on the assumptions that mindfulness and self-compassion can be directly cultivated, and further, that doing so is beneficial for emotional well-being. Yet, very little research with adolescents has tested these assumptions directly. In the current study, I examined longitudinal relationships between changes in mindfulness and self-compassion and changes in emotional well-being among healthy, but stressed adolescents who participated in five-day, intensive meditation retreats. Immediately before and after the retreats, and then three months later, 132 adolescents (Mage = 16.76 years, 61% female) completed questionnaires measuring mindfulness, self-compassion, and emotional well-being. Repeated measures ANOVA showed adolescents improved in mindfulness, self-compassion, and all indices of emotional well-being immediately following the retreat (Cohen's d = |0.39-1.19|), and many of these improvements were maintained three months later (Cohen's d = |0.04-0.68|). Further, multilevel growth curve analyses with time-varying covariates indicated within-person changes in self-compassion predicted enhanced emotional well-being more consistently than within-person changes in mindfulness. Specifically, increases in self-compassion predicted reductions in perceived stress, rumination, depressive symptoms, and negative affect, and conversely, increases in positive affect and life satisfaction (pseudo-R(2) variance explained = 5.9% and 15.8%, ps < 0.01).

Trait self-control predicts adolescents' exposure and reactivity to daily stressful events.

The current study used an influence model of personality and stress processes to examine the association between individual differences in trait self-control and daily stress exposure and reactivity in adolescent youth. A total of 129 adolescents (Mage = 14.7 years, 59% female) completed individual difference measures of self-control, neuroticism, and measures of responses to stress. Participants then reported on daily stressful events, stress severity, mood, coping, and mindlessness (a predictor of acting on impulse) for 14 consecutive days. Self-control predicted less exposure to daily stress, less reactivity to daily stress, and more adaptive responses to stress. Specifically, adolescents with higher self-control experienced fewer daily stressors and reported lower stress severity, particularly when daily mindlessness was high. Second, adolescents with higher self-control reported less mindlessness in response to daily stress relative to those with lower self-control, but they did not show differences in emotional reactivity to stress. Finally, results also offered evidence for an indirect effect of problem-focused coping strategies between self-control and emotional reactivity to stress. The current investigation illustrates the importance of trait self-control in daily stress processes among adolescents and suggests possible mechanisms through which self-control confers these positive effects.

One year follow-up to modular cognitive behavioral therapy for the treatment of pediatric anxiety disorders in an elementary school setting.

The current study sought to evaluate the relative long-term efficacy of a modularized cognitive behavioral therapy (CBT) program for children with anxiety disorders. Twenty four children (5-12 years old) randomly assigned to modular CBT or a 3-month waitlist participated in a 1-year follow-up assessment. Independent evaluators blind to treatment condition conducted structured diagnostic interviews, and caregivers and children completed symptom checklists at pre- and post-, and 1 year follow-up assessments. Analyses revealed that 71.4% of children who received CBT demonstrated a positive treatment response 1 year following treatment, and 83.3% were free of any anxiety diagnosis at 1 year follow-up. Analyses further revealed robust effects of intervention on diagnostic outcomes, caregiver- and child-report measures of anxiety at 1 year follow-up. Results provide evidence of an ongoing advantage on anxiety-specific outcomes for this modularized school-based CBT program 1 year post-treatment.

Large studies reveal how reference bias limits policy applications of self-report measures.

There is growing policy interest in identifying contexts that cultivate self-regulation. Doing so often entails comparing groups of individuals (e.g., from different schools). We show that self-report questionnaires-the most prevalent modality for assessing self-regulation-are prone to reference bias, defined as systematic error arising from differences in the implicit standards by which individuals evaluate behavior. In three studies, adolescents (N = 229,685) whose peers performed better academically rated themselves lower in self-regulation and held higher standards for self-regulation. This effect was not observed for task measures of self-regulation and led to paradoxical predictions of college persistence 6 years later. These findings suggest that standards for self-regulation vary by social group, limiting the policy applications of self-report questionnaires.

More Effort, Less Fatigue: The Role of Interest in Increasing Effort and Reducing Mental Fatigue.

People generally prefer easier over more difficult mental tasks. Using two different adaptations of a demand selection task, we show that interest can influence this effect, such that participants choose options with a higher cognitive workload. Interest was also associated with lower feelings of fatigue. In two studies, participants (N = 63 and N = 158) repeatedly made a choice between completing a difficult or easy math problem. Results show that liking math predicts choosing more difficult (vs. easy) math problems (even after controlling for perceived math skill). Two additional studies used the Academic Diligence Task (Galla et al., 2014), where high school students (N = 447 and N = 884) could toggle between a math task and playing a video game/watching videos. In these studies, we again find that math interest relates to greater proportion of time spent on the math problems. Three of these four studies also examined perceived fatigue, finding that interest relates to lower fatigue. An internal meta-analysis of the four studies finds a small but robust effect of interest on both the willingness to exert greater effort and the experience of less fatigue (despite engaging in more effort).

Trait Mindfulness and Mindfulness Practices in Adolescents with Type 1 Diabetes: Descriptive and Comparative Study.

INTRODUCTION: Study describes mindfulness (trait and practices) and compares levels of trait mindfulness (low/high) and practices (yes/no) on demographic, clinical characteristics, and diabetes-related outcomes among adolescents with type 1 diabetes (T1D). METHODS: Adolescents completed a survey on demographics, clinical data, trait mindfulness/practices, diabetes-specific stress, and diabetes self-management (DSM). Glycemic control (A1c) obtained from medical records. T and χ2 tests were applied for comparative analyses. RESULTS: 129 adolescents (12-18 years) reported moderately high levels of mindfulness (31 ± 8; range, 10-40). One-third (30%) reported having experience with mindfulness practices (formal, informal, and religious). Adolescents who reported higher levels of trait mindfulness had higher insulin pump usage (p =.005), less diabetes-specific stress (p <.001), greater DSM (p =.006), and less A1c (p =.013). Adolescents who reported more types of mindfulness practices had greater DSM scores. DISCUSSION: Adolescents with higher levels of trait mindfulness and with more types of mindfulness practices had better diabetes-related outcomes. Introducing mindfulness training tailored to adolescents with T1D should be examined.

The Appearance-Related Social Media Consciousness Scale: Development and validation with adolescents.

Appearance-related social media consciousness (ASMC) is defined as the extent to which individuals' thoughts and behaviors reflect ongoing awareness of whether they might look attractive to a social media audience. In this 3-study paper, we report the development and validation of the ASMC Scale for adolescents. In Study 1, we developed 18 items and received input from adolescent focus groups and content experts, resulting in 13 items. In Study 2, we administered these items to a high school sample (N = 1227; 51.8 % girls; Mage = 15.72), completing an exploratory factor analysis and a confirmatory factor analysis on two split halves. Results supported a single-factor solution with configural, metric, and partial scalar gender invariance. In Study 3, we administered the scale to a second high school sample (N = 226; 58.4 % girls; Mage = 16.25). ASMC scores demonstrated strong internal consistency, convergent and incremental validity, and test-retest reliability (measure re-administered for n = 207). Higher ASMC was associated with higher depressive and disordered eating symptoms, controlling for time on social media, gender, race/ethnicity, and body surveillance. Girls reported higher mean scores than boys. Findings support the use of this 13-item scale in reliably assessing adolescents' ASMC, which may have important implications for mental health in the age of social media.

The mindful adolescent: Developmental changes in nonreactivity to inner experiences and its association with emotional well-being.

Little is known about the naturalistic development of mindfulness in adolescence and how it relates to changes in emotional well-being. The current longitudinal study examined the development of one dimension of mindfulness, nonreactivity to difficult inner experience (or in more colloquial terms, being able to notice, but "take a step back" from distressing thoughts), in a racially and socioeconomically diverse sample (N = 1,657) during the transition from middle school to high school. Students participated in up to four assessment waves, from fall of 8th grade through spring of 9th grade, in which they completed self-report measures assessing nonreactivity, perceived stress, and positive and negative affect. Latent growth curve models indicated that levels of nonreactivity increased during the 2-year study period. Developmental change in nonreactivity varied minimally by gender, socioeconomic status (SES), and race/ethnicity. Parallel process latent growth curve models showed that changes in nonreactivity were associated with concomitant reductions in perceived stress and negative affect, and increases in positive affect. Random intercept cross-lagged panel models showed that within-person nonreactivity prospectively predicted changes in perceived stress and positive affect, but not negative affect. This study is among the first to track the naturalistic development of mindfulness during adolescence. Results suggest that the nonreactivity dimension of mindfulness is associated with aspects of emotional well-being during the transition from middle school to high school. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Economic disadvantage and math achievement: The significance of perceived cost from an evolutionary perspective.

BACKGROUND: Children growing up in poverty tend to perform worse in school than their more economically advantaged peers. AIMS: The current study integrates an educational theory of motivation and an evolutionary theory of life history strategies to examine how economic disadvantage predicts children's mathematics achievement through their academic beliefs and values. SAMPLE: Participants were 1,536 students (Mage  = 12.88) in a large metropolitan city in the United States. METHODS: Economic disadvantage was assessed via school reports of the student being eligible to receive free or reduced-price lunch during the 2014-2015 school year (i.e., at or below 185% of the federal poverty line). Students reported on their perceived interest, usefulness, and cost of learning mathematics during the first half of the 2015-2016 school year (August to December). Mathematics achievement for both school years was assessed via school reports of mathematics grades. RESULTS: Children receiving free or reduced-price lunch showed higher perceived cost of learning mathematics, and this in turn predicted changes in mathematics achievement over time, indirect effect = -0.57, 95% CI (-0.97, -0.23). However, neither interest nor perceived usefulness or ability in mathematics mediated the association between economic disadvantage and changes in mathematics achievement. CONCLUSIONS: Results underscore the potential for interventions to target students' perceived cost of learning as a way to increase school engagement, particularly among disadvantaged students.

A brief behavioral measure of frustration tolerance predicts academic achievement immediately and two years later.

Achieving important goals is widely assumed to require confronting obstacles, failing repeatedly, and persisting in the face of frustration. Yet empirical evidence linking achievement and frustration tolerance is lacking. To facilitate work on this important topic, we developed and validated a novel behavioral measure of frustration tolerance: the Mirror Tracing Frustration Task (MTFT). In this 5-min task, participants allocate time between a difficult tracing task and entertaining games and videos. In two studies of young adults (Study 1: N = 148, Study 2: N = 283), we demonstrated that the MTFT increased frustration more than 18 other emotions, and that MTFT scores were related to self-reported frustration tolerance. Next, we assessed whether frustration tolerance correlated with similar constructs, including self-control and grit, as well as objective measures of real-world achievement. In a prospective longitudinal study of high-school seniors (N = 391), MTFT scores predicted grade-point average and standardized achievement test scores, and-more than 2 years after completing the MTFT-progress toward a college degree. Though small in size (i.e., rs ranging from .10 to .24), frustration tolerance predicted outcomes over and above a rich set of covariates, including IQ, sociodemographics, self-control, and grit. These findings demonstrate the validity of the MTFT and highlight the importance of frustration tolerance for achieving valued goals. (PsycINFO Database Record (c) 2019 APA, all rights reserved).

More than resisting temptation: Beneficial habits mediate the relationship between self-control and positive life outcomes.

Why does self-control predict such a wide array of positive life outcomes? Conventional wisdom holds that self-control is used to effortfully inhibit maladaptive impulses, yet this view conflicts with emerging evidence that self-control is associated with less inhibition in daily life. We propose that one of the reasons individuals with better self-control use less effortful inhibition, yet make better progress on their goals is that they rely on beneficial habits. Across 6 studies (total N = 2,274), we found support for this hypothesis. In Study 1, habits for eating healthy snacks, exercising, and getting consistent sleep mediated the effect of self-control on both increased automaticity and lower reported effortful inhibition in enacting those behaviors. In Studies 2 and 3, study habits mediated the effect of self-control on reduced motivational interference during a work-leisure conflict and on greater ability to study even under difficult circumstances. In Study 4, homework habits mediated the effect of self-control on classroom engagement and homework completion. Study 5 was a prospective longitudinal study of teenage youth who participated in a 5-day meditation retreat. Better self-control before the retreat predicted stronger meditation habits 3 months after the retreat, and habits mediated the effect of self-control on successfully accomplishing meditation practice goals. Finally, in Study 6, study habits mediated the effect of self-control on homework completion and 2 objectively measured long-term academic outcomes: grade point average and first-year college persistence. Collectively, these results suggest that beneficial habits-perhaps more so than effortful inhibition-are an important factor linking self-control with positive life outcomes.

Community-Based Mindfulness Program for Disease Prevention and Health Promotion: Targeting Stress Reduction.

PURPOSE: Poorly managed stress leads to detrimental physical and psychological consequences that have implications for individual and community health. Evidence indicates that U.S. adults predominantly use unhealthy strategies for stress management. This study examines the impact of a community-based mindfulness training program on stress reduction. DESIGN: This study used a one-group pretest-posttest design. SETTING: The study took place at the UCLA Mindful Awareness Research Center in urban Los Angeles. SUBJECTS: A sample of N = 127 community residents (84% Caucasian, 74% female) were included in the study. INTERVENTION: Participants received mindfulness training through the Mindful Awareness Practices (MAPs) for Daily Living I. MEASURES: Mindfulness, self-compassion, and perceived stress were measured at baseline and postintervention. ANALYSIS: Paired-sample t-tests were used to test for changes in outcome measures from baseline to postintervention. Hierarchical regression analysis was fit to examine whether change in self-reported mindfulness and self-compassion predicted postintervention perceived stress scores. RESULTS: There were statistically significant improvements in self-reported mindfulness (t = -10.67, p < .001, d = .90), self-compassion (t = -8.50, p < .001, d = .62), and perceived stress (t = 9.28, p < .001, d = -.78) at postintervention. Change in self-compassion predicted postintervention perceived stress (ß = -.44, t = -5.06, p < .001), but change in mindfulness did not predict postintervention perceived stress (ß = -.04, t = -.41, p = .68). CONCLUSION: These results indicate that a community-based mindfulness training program can lead to reduced levels of psychological stress. Mindfulness training programs such as MAPs may offer a promising approach for general public health promotion through improving stress management in the urban community.

A longitudinal multilevel model analysis of the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance.

Using data from an accelerated longitudinal study, we examined the within-person and between-person effect of effortful engagement and academic self-efficacy on academic performance across students (N=135) in elementary school. Teachers assessed participants' effortful engagement and participants rated their academic self-efficacy once per year for 3 years. Academic performance was assessed through standardized test scores in reading and math. Multilevel models indicated that within-person change in Effortful Engagement and Academic Self-Efficacy scores significantly predicted concomitant within-person change in reading test scores, B=2.71, p=.043, Pseudo-R2=.02 and B=4.72, p=.005, Pseudo-R2=.04, respectively. Participants with higher between-person levels of Effortful Engagement had higher initial reading test scores, B=10.03, p=.001, Pseudo-R2=.09, and math test scores, B=11.20, p<.001, Pseudo-R2=.15, whereas participants with higher between-person levels of Academic Self-Efficacy showed a faster rate of increase in math test scores across elementary school, B=10.21, p=.036, Pseudo-R2=.25. At the between-person level, Effortful Engagement mediated the association between Academic Self-Efficacy and both reading and math test scores, although no support was found for mediation at the within-person level. Collectively, results suggest that trait-level psychological factors can vary meaningfully within school-aged children and that both within-person change and between-person individual differences in these traits have important consequences for academic performance.

The Academic Diligence Task (ADT): Assessing Individual Differences in Effort on Tedious but Important Schoolwork.

The current study reports on the development and validation of the Academic Diligence Task (ADT), designed to assess the tendency to expend effort on academic tasks which are tedious in the moment but valued in the long-term. In this novel online task, students allocate their time between solving simple math problems (framed as beneficial for problem solving skills) and, alternatively, playing Tetris or watching entertaining videos. Using a large sample of high school seniors (N = 921), the ADT demonstrated convergent validity with self-report ratings of Big Five conscientiousness and its facets, self-control and grit, as well as discriminant validity from theoretically unrelated constructs, such as Big Five extraversion, openness, and emotional stability, test anxiety, life satisfaction, and positive and negative affect. The ADT also demonstrated incremental predictive validity for objectively measured GPA, standardized math and reading achievement test scores, high school graduation, and college enrollment, over and beyond demographics and intelligence. Collectively, findings suggest the feasibility of online behavioral measures to assess noncognitive individual differences that predict academic outcomes.