| 1. |
- Kendrick, Kristin, et al.
(författare)
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The protective role of supportive friends against bullying perpetration and victimization
- 2012
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Ingår i: Journal of Adolescence. - : Wiley. - 0140-1971 .- 1095-9254. ; 35:4, s. 1069-1080
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Tidskriftsartikel (refereegranskat)abstract
- A crossed-lagged regression model was tested to investigate relationships between friendship support, bullying involvement, and its consequences during adolescence. Students, 12–16 years ( N = 880), were administered questionnaires twice, one year apart. Using structural equation modeling, a model was specified and higher levels of support from friends were related to lower levels of bullying and victimization one year later. Additionally, a bidirectional relationship between victimization and depression was found, and greater property crimes commission was related to higher levels of future bullying. These findings support the ‘friendship protection hypothesis’ and suggest the quality of support in friendships can protect against bullying victimization and perpetration. Prior research has shown that friendships can protect against victimization; however this is one of the few longitudinal studies to focus on the quality of friendship, rather than other characteristics of the friends. It is suggested that interventions should focus on increasing perceptions of support within existing friendships.
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| 2. |
- Stattin, Håkan, 1951-, et al.
(författare)
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Characteristics and Consequences of Having a Political Reputation in Class
- 2022
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Ingår i: Political Psychology. - : John Wiley & Sons. - 0162-895X .- 1467-9221. ; 43:4, s. 635-650
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Tidskriftsartikel (refereegranskat)abstract
- The study examined the individual characteristics and consequences of psychological group processes that may lead some students to gain a reputation for being politically knowledgeable and verbal in class (a political reputation). Two normal samples of Swedish students were used, 13-year- olds (N = 835) and 16-year-olds (N = 795). Longitudinal data over one year were analyzed and showed that youths’ political reputation in class is established very early. Cross-sectional predictions showed that political interest predicted political reputation in class positively, and social fear predicted political reputation negatively in both cohorts. In addition, having a political reputation predicted increased political interest and political efficacy over one year. Further, mediation analyses showed that youths’ political predispositions, their political interest and political efficacy at T1, significantly operated on interest and efficacy at T2 via the political reputation. This suggests that political reputation partly functions as a booster of youths’ initial political predispositions over time. Future research is needed into the long-term consequences of having a political reputation.
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| 3. |
- Stattin, Håkan, 1951-, et al.
(författare)
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Pubertal timing
- 2018
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Ingår i: The SAGE Encyclopedia of Lifespan Human Development. - Thousand Oaks : Sage Publications. - 9781506307657
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Bokkapitel (refereegranskat)
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| 4. |
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| 5. |
- Bayram Özdemir, Sevgi, 1981-, et al.
(författare)
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Why and when ethnic harassment is a risk for immigrant adolescents? : understanding the processes and conditions
- 2013
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Konferensbidrag (refereegranskat)abstract
- Immigrant adolescents who experience ethnic devaluation are prone to having adjustment difficulties, including school dissatisfaction and low academic performance. However, it is unclear why and under what conditions experiencing ethnic harassment lead to school adjustment difficulties. This lack of understanding limits our ability of developing strategies to reduce negative consequences of ethnic harassment. To address this limitation, we examined the mediating roles of self-esteem and depressive symptoms in the association between ethnic harassment and immigrant youths’ school outcomes, including school satisfaction, perceived academic failure, and cutting classes. We also explored whether youths’ relationship with their teachers or democratic school environment buffer these processes.The data are part of a longitudinal study on youths’ experiences inside and outside of school and their relationships with their parents, peers, and teachers. The sample included 394 first- and second-generation immigrant youths (50% girls; M = 14.08, SD = .90).The findings suggested that immigrant youths who experienced ethnic harassment decreased in self-esteem, and so became less satisfied with school, and increased in expectations of academic failure. In addition, youths’ relationship with their teachers and their perception of school democracy moderated these mediation processes. When youths had low positive relationships with their teachers or perceived their school context as less democratic, being exposed to ethnic harassment leaded to a decrease in their self-esteem, and so they reported low school satisfaction and perceived themselves as not being successful in school. Contrary, youths’ self-esteem did not significantly decrease in the face of ethnic harassment when they had supportive relations with teachers or perceived the school as a democratic environment. These findings highlight the importance of understanding the underlying processes and conditions when examining the effects of migration related risk factors in order to reach a more comprehensive understanding of immigrant youths’ school adjustment.
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| 6. |
- Gustafson, Sigrid B., et al.
(författare)
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Aspects of the development of a career versus homemaking orientation among females : the longitudinal influence of educational motivation and peers
- 1989
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Ingår i: Journal of research on adolescence. - : Informa UK Limited. - 1050-8392 .- 1532-7795. ; 2:3, s. 241-259
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Tidskriftsartikel (refereegranskat)abstract
- In this article, we propose that, among females, high educational motivation in adolescence is related to a young adult orientation toward career whereas low educational motivation in adolescence is related to a young adult orientation toward homemaking. It is further hypothesized that, particularly for adolescents with low educational motivation, initial orientation is affected by the differential influences of nonconventional peer types: older peers, younger peers, working peers, or a steady boyfriend. Subjects (N = 450) from a Swedish longitudinal study were chosen on the basis of their peer networks at age 15. The results demonstrate (a) that educational motivation at age 15 comprised a valid indicator of career versus homemaking orientation at age 26, and (b) that, with respect to the young adult outcomes, adolescents with low educational motivation are more susceptible to the hypothesized nonconventional peer influences than are their counterparts with high educational motivation. Discussion emphasizes the value of a longitudinal perspective and of specifying conditions under which differential patterns of development might be observed.
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