Cross-cultural sex differences in mobility and harm avoidance have been widely reported, often emphasizing fitness benefits of long-distance travel for males and high costs for females. Data emerging from adults in small-scale societies, however, are challenging the assumption that female mobility is restricted during reproduction. Such findings warrant further exploration of the ontogeny of mobility. Here, using a combination of machine-learning, mixed-effects linear regression, and GIS mapping, we analyze range size, daily distance traveled, and harm avoidance among Hadza foragers during (...) middle childhood and adolescence. Distance traveled increased with age and, while male adolescents had the longest daily ranges, average daily distance traveled by each sex was similar. We found few age- or sex-related patterns in harm-avoidant responses and a high degree of individual variation. When queried on the same issues, children and their parents were often in alignment as to expectations pertaining to harm avoidance, and siblings tended to behave in similar ways. To the extent that sex differences in mobility did emerge, they were associated with ecological differences in physical threats associated with sex-specific foraging behaviors. Further, we found no strong association between harm avoidance and mobility. Young Hadza foragers of both sexes are highly mobile, regardless of how harm avoidant they are. Taken together, our findings indicate that the causal arrows between harm avoidance and mobility must be evaluated in ecologically specific frameworks where cultural expectations of juvenile mobility can be contextualized. (shrink)

Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a visual task from metacognitive ability in a group of 56 participants aged between 11 and 41 years. Metacognitive ability improved significantly with age during adolescence, was highest in late adolescence (...) and plateaued going into adulthood. Our results suggest that awareness of one’s own perceptual decisions shows a prolonged developmental trajectory during adolescence. (shrink)

Introspection, or metacognition, is the capacity to reflect on our own thoughts and behaviours. Here, we investigated how one specific metacognitive ability develops in adolescence, a period of life associated with the emergence of self-concept and enhanced self-awareness. We employed a task that dissociates objective performance on a visual task from metacognitive ability in a group of 56 participants aged between 11 and 41 years. Metacognitive ability improved significantly with age during adolescence, was highest in late adolescence (...) and plateaued going into adulthood. Our results suggest that awareness of one’s own perceptual decisions shows a prolonged developmental trajectory during adolescence. (shrink)

First Published in 1999. Routledge is an imprint of Taylor & Francis, an informa company.

ABSTRACTDepression is associated with increased emotional response to stress. This is especially the case during the developmental period of adolescence. Cognitive reappraisal is an effective emotion regulation strategy that has been shown to reduce the impact of emotional response on psychopathology. However, less is known about whether cognitive reappraisal impacts the relationship between depressive symptoms and emotional responses, and whether its effects are specific to emotional reactivity or emotional recovery. The current study examined whether cognitive reappraisal moderated the relationship (...) between depressive symptoms and trait or state measures of emotional reactivity and recovery. A community sample of 127 adolescents, at an age of risk for depression, completed self-report measures of trait emotional responding and depressive symptoms. In addition, they completed an in vivo social stress task and were assessed on state emotional reactivity and recove... (shrink)

De nos expériences de conseillères conjugales et familiales, nous avons le sentiment d’un féminin difficile à représenter, comme si les jeunes femmes “zappaient” le féminin pour le maternel. À partir de situations auprès de groupes d’adolescentes et d’adultes, les deux auteures se sont attachées à saisir ce qui vient se dire du féminin chez les jeunes filles et leurs parents. Elles en discutent la spécificité de leurs places en tant que conseillères conjugales et familiales comme créatrices d’un espace de transmission.

Supportive peer relationships are crucial for mental and physical health. Early adolescence is an especially important period in which peer influence and school environment strongly shape psychological development and maturation of core social-emotional regulatory functions. Yet, there is no integrated evidence based model of SPR in this age group to inform future research and practice. The current meta-analysis synthetizes evidence from 364 studies into an integrated model of potential determinants of SPR in early adolescence. The model encompasses links (...) with 93 variables referring to individual and environmental potential influences on SPR based on cross-sectional correlational data. Findings suggest the central importance of identity and social–emotional skills in SPR. School environment stands out as a compelling setting for future prevention programs. Finally, we underscore an alarming gap of research on the influence of the virtual and online environment on youth's social realm given its unquestionable importance as a globally expanding social interaction setting. Hence, we propose an integrated model that can serve as organizational framework, which may ultimately lead to the adoption of a more structured and integrated approach to understanding peer relationship processes in youth and contribute to overcoming marked fragmentation in the field. (shrink)

The aim of this study was to assess the links between religious discrimination and developmental and contextual variables. Based on the assumption that discrimination results from the interplay of prejudice and moral thinking, discriminatory behaviour was hypothesised to be linked to age, school environment, minority or majority group membership, and parental religious socialisation practices. The results indicate that discrimination is more frequent during childhood than during pre-adolescence or adolescence, more common in homogeneous schools than in heterogeneous schools, and (...) more likely when parents frequently express messages promoting mistrust of other religious groups. Participants from the minority group were more likely to discriminate against their own ingroup than were those from the majority group. Further studies are needed to determine whether these links are correlative or predictive, and to understand the underlying processes of religious discrimination. (shrink)

Réservée à l'élite masculine jusque dans les années 1880-1890, l'adolescence s'élargit alors à l'ensemble d'une classe d'âge. À l'enfance, encadrée par l'école primaire désormais obligatoire, succède, jusqu'au mariage, ou à l'armée, un temps d'« abandon social » qui coïncide avec l'âge critique de l'adolescence. « De l'école au ménage » définit dès lors socialement l'adolescence féminine ouvrière et rurale. Cette période devient un enjeu entre républicains et catholiques car les adolescentes sont les mères et épouses de demain. (...) Elles sont les futures gardiennes de la moralité ou de la foi du foyer. (shrink)

Whilst previous observational studies have linked negative thought processes such as an external locus of control and holding negative cognitive styles with depression, the directionality of these associations and the potential role that these factors play in the transition to adulthood and parenthood has not yet been investigated. This study examined the association between locus of control and negative cognitive styles in adolescence and probable depression in young adulthood and whether parenthood moderated these associations. Using a UK prospective population-based (...) birth cohort study: the Avon Longitudinal Study of Parents and Children, we examined the association between external locus of control and negative cognitive styles in adolescence with odds of depression in 4,301 young adults using logistic regression models unadjusted and adjusted for potential confounding factors. Interaction terms were employed to examine whether parenthood moderated these associations. Over 20% of young adults in our sample were at or above the clinical threshold indicating probable depression. For each standard deviation increase in external locus of control in adolescence, there was a 19% higher odds of having probable depression in young adulthood, after adjusting for various confounding factors including baseline mood and different demographic and life events variables. Similarly, for each SD increase in negative cognitive styles in adolescence, there was a 29% higher odds of having probable depression in the adjusted model. We found little evidence that parenthood status moderated the relationship between external locus of control or negative cognitive styles in adolescence and probable depression following adjustment for confounding factors. Effect estimates were comparable when performed in the complete case dataset. These findings suggest that having an external locus of control and holding negative cognitive styles in mid- to late adolescence is associated with an increased likelihood of probable depression in young adulthood. (shrink)

Que vient révéler une grossesse en adolescence? Derrière cette question mettant en scène plusieurs personnages (certains dans les coulisses) se cachent plusieurs générations, des couples, la famille au sens intergénérationnel et aussi parfois au sens transgénérationnel. Comment penser ces fécondations qui entraînent des grossesses – à interrompre? à poursuivre? Quelles places pour les sujets, les couples et les familles? Trente ans d’expérience en centre de planification et d’éducation familiale nourrissent le questionnement dont l’auteur fait part dans cet article.

Departing from the model suggested by Luyckx, Schwarz, Berzonsky et al., the relationships between identity and educational context, social participation, and identity information processing style were investigated. Participants were 972 students from six vocational schools in Poznań. The students, within these six schools, attended Grades I-III of three types of vocational schools: basic vocational schools, technical upper secondary schools, and specialized upper secondary schools. Three questionnaires were used: The Dimensions of Identity Development Scale, which measures five identity dimensions according to (...) the concept of Luyckx, Schwarz, Berzonsky et al., Social Participation Questionnaire, developed by Brzezińska, Rękosiewicz and Hejmanowski, enabling identification of the type of social participation, and the Polish adaptation of M. Berzonsky’s Identity Style Inventory 4 authored by A. Senejko, to examine identity styles. The results showed that the students from basic vocational schools and technical upper secondary schools were more often characterized by the normative identity style, whereas the students from specialized upper secondary schools manifested a greater tendency to engage themselves in exploration, both adaptive and ruminative. (shrink)

A correction to this paper has been published: https://doi.org/10.1007/s12110-021-09403-x.

The present study was designed to investigate the relationships between role strains following the transition to secondary school and academic achievement. Academic engagement was hypothesized to mediate between role strain and achievement. The sample consisted of 749 students in their first year of secondary school. Four types of role strain were investigated: parent, teacher, school and peer. Parent and teacher role strains appeared to be negatively associated with academic achievement, as mediated through academic engagement. Parent and school role strain were (...) directly and negatively associated with achievement. Results are discussed in the light of parenting practices and the developmental mismatch hypothesis. (shrink)

This paper presents the results of empirical research that explores the links between types of social participation and identity. The author availed herself of the neo-eriksonian approach to identity by Luyckx et al. and the concept of social participation types. The study involved 1,665 students from six types of schools: lower secondary school, general upper secondary school, technical upper secondary school, specialized upper secondary school, university, and post-secondary school. The results of the research, conducted with the use of Dimensions of (...) Identity Development Scale and Social Participation Questionnaire, indicate that transitive orientation increases with age and that, consequently, the frequency of assimilation and integration types of social participation tends to be higher in emerging adulthood in comparison with adolescence. The study showed that general upper secondary school students, contrary to their colleagues from technical and specialized upper secondary schools, did not differ in terms of transitive and moratorium orientation levels from lower secondary school students. The hypothesis about the relationship between transitive orientation and commitment scales was confirmed, whereas the hypotheses concerning the links between exploration scales and both dimensions of social participation were not validated. (shrink)

Volume II in the Evolution of Gestalt series, _Relational Child, Relational Brain_ continues the development of the paradigm shift that places human development in a field that is deeply complex and fundamentally one of interconnection, taking us away from the limiting view of us as separate individuals. It builds on the foundation of contemporary views of relational neurodevelopment and the profound influence of relationship on brain growth. It shows how, particularly in the first two years of life, but continuing across (...) the whole of childhood and adolescence into early adulthood, the relational field is the context of child development. The focus then broadens out to examine the intersubjective influence of community, culture, and social and physical support. Backed by neurobiological and related research, it offers many examples of relational Gestalt practice with children, adolescents, and their families, with stories of loss, trauma, isolation, and other adversities. Not just an invaluable resource for child and adolescent therapists, _Relational Child, Relational Brain_ goes beyond the Esalen Study Conference from which it emerged and is a further invitation and challenge to apply relational Gestalt practice as a coherent and effective way forward in the troubled world of today. (shrink)

This research is part of the last study Drugs and School IX developed in the Basque Country (Spain) by the Instituto Deusto de Drogodependencias (Deusto Institute of Drug Addiction) of the University of Deusto and the data gathered by means of cluster sampling in two stages. The sample is made up of N= 6.007 girls and boys ranging from 12 to 22 years of age in Secondary Education and the aim is to answer the following new research questions based on (...) those parameters: (1) describe the reality of drug consumption and some psychosocial variables in this sample, as well as analyse several relations between variables; (2) analysing the role of school well-being, self-esteem and self-concept regarding consumption; (3) taking a close look at the moderating role of age and gender on the relationship of school well-being, self-concept and self-esteem with consumption; and (4) understand the existing interaction between all these variables, studying the moderating role of self-esteem and self-concept in the influence of school well-being on consumption. Using a correlation, hierarchical regression and mediation analysis with SPSS (v. 26) and Amos (v. 26) applications, three main conclusions were reached. Firstly, that educational and academic well-being, academic self-concept and self-esteem seem to play the role of protecting factors in adolescence, while assertiveness is linked to a higher consumption level. Secondly, that academic self-concept has a mediating effect between well-being and consumption. Some of these relations are moderated by the variables of gender and age. Thirdly, that age and gender are very relevant sociodemographic variables that must be taken into account in order to understand this phenomenon. Age has shown its covariant effect, which is especially relevant in the influence of academic well-being measured as being held back years. It has also proved to be important in order to understand its experiential or experimental and transitory character. Moreover, significant differences in consumptions have been found based on gender. (shrink)

Specialists on issues of sexual abuse in religious institutions unanimously stress that this kind of experience significantly affects the victims’ spirituality. Particularly devastating and distorting for their spirituality is sexual abuse committed by clergy. In order to explore this issue for the first time in Poland, the authors conducted a qualitative study in the form of semi-structured interviews with five women who had experienced sexual abuse by Catholic clergy and/or religious in adolescence and young adulthood. The interviews were analyzed (...) using the interpretative phenomenological analysis and narrative methodology. The results showed that four respondents experienced or had experienced religious struggles in three areas: interpersonal, intrapsychic, and relationship with God. These struggles are complex and intense enough to be referred to as “spiritual trauma”, “religious trauma”, or “spiritual violence”. The results of the study may be of importance for people helping or having any other kind of contact with victims of clergy sexual abuse. (shrink)

The current study mainly explored the influence of fluid intelligence and emotional intelligence on affective decision-making from a developmental perspective, specifically, during the transition from childhood into early adolescence. Meanwhile, their age-related differences in affective decision-making were explored. A total of 198 participants aged 8–12 completed the Iowa Gambling Task, the Cattell’s Culture Fair Intelligence Test and the Trait Emotional Intelligence Questionnaire-Child Form. Based on the net scores of IGT, the development of affective decision-making ability did not increase monotonically (...) with age, and there was a developmental trend of an impaired IGT performance in early adolescence, especially in the early learning phase of the IGT. More importantly, IQ and EI played different roles for children and early adolescents: IQ and EI jointly predicted the IGT performance for 8–10 years old children, whereas only EI contributed to the IGT performance of 11–12 years old early adolescents. The present study extends the evidence how cognitive processing and emotional processing interact in affective decision-making from the developmental perspective. Furthermore, it provides insights of future research and intervention with early adolescents’ poor affective decision-making. (shrink)

The present study tests a section of the DIET (direct and indirect effects model of text comprehension; Kim, 2017) model and focuses on the relations between early language skills, various facets of mental state understanding, and text comprehension. In a sample of 267 children, I analyzed the relations between language skills (vocabulary, sentence comprehension) at age 3;6, theory of mind (ToM) at age 5;6, mental state language and metacognitive knowledge at age 9;2, and children’s listening and reading comprehension of texts (...) at age 13;7 years. For reading comprehension, results favored a total mediation model that included only direct links from metacognitive knowledge and mental state language to reading comprehension. For listening comprehension, by contrast, a model that also included direct relations from language and ToM in preschool was favored. Metacognitive skills did not mediate the relation between early skills and later text comprehension but, along with mental state language, showed direct relations with reading comprehension beyond listening comprehension. Early language skills showed various indirect relations with later reading comprehension via ToM, mental state language, and listening comprehension, whereas ToM showed only small indirect relations with later reading comprehension via later listening comprehension. These different relations of the various components with later listening in contrast to reading comprehension are discussed. (shrink)