Heterosexual adolescents’ and young adults’ beliefs and attitudes about homosexuality and gay and lesbian peers

Reports on the school climate for gay and lesbian students in the United States suggest that negative attitudes toward gay and lesbian individuals are quite common in adolescence. Very little research, however, has investigated adolescents’ sexual prejudice from a developmental perspective. In this study, 10th- (N = 119) and 12th- (N = 145) grade adolescents and college-aged young adults (N = 86) completed a questionnaire assessing their beliefs and attitudes about homosexuality, their comfort with gay and lesbian students, and their judgments and reasoning regarding the treatment of gay or lesbian peers in school. Results indicate that middle adolescents (14–16) are more likely than older adolescents (16–18) and young adults (19–26) to exhibit sexual prejudice related to social interaction with gay and lesbian peers. Interestingly, however, age-related differences in beliefs about whether homosexuality was right or wrong were not found. These findings provide evidence for age-related differences in some aspects of sexual prejudice but not others and underscore the importance of using multiple measures in assessing the development of this type of prejudice.     

Popular images of grandparents: Examining young adults’views of their closest grandparents

Young adults (N= 171) first judged the extent to which 13 stereotyped images of grandparents typified their perceptions of their own closest grandparent and then judged the extent to which they believed the average other viewed these same stereotypes as characteristic of his or her closest grandparent. Compared to those whose relationships with their closest grandparent were emotionally distant, participants who felt close to their closest grandparent reported significantly more favorable own grandparent attitudes. In addition, stereotypes that portrayed the grandparent as loving and supportive were especially diagnostic of the emotional quality of respondents’relationships with their closest grandparents. Comparing judgments of own grandparents with judgments of the average other's grandparent, there was no evidence of own-grandparent superiority among not-close participants’responses. In contrast, close participants demonstrated own-grandparent superiority in their judgments of negative, but not positive, stereotypes.     

Emerging adults’ perceptions of messages about physical appearance

Emerging adults receive messages about physical appearance from a range of sources, but few studies have examined the content of these messages. Undergraduates (N = 154) who identified as African American, Latino American, and European American answered 4 open-ended questions about messages they perceived about physical appearance from family, peers, school, and media. Raters coded responses for content and affect. The most common messages perceived were the importance/non-importance of appearance, positive comments about appearance, and the link between attractiveness and success. The perception of these messages frequently differed by gender and source, but rarely by ethnicity. Women perceived more frequent and more negative messages than did men. Individuals perceived the media as transmitting more negative messages and the family more healthful and positive ones.     

Adolescents’Motivations for Viewing Graphic Horror

This study identifies four motivations adolescents report for viewing graphic horror films: gore watching, thrill watching, independent watching, and problem watching. On the basis of a uses and gratifications model of media effects, it is argued that viewing motivations are predictors of responses to graphic horror. This study also seeks to extend Zillmann's excitation-transfer model of media effects to predict under what conditions viewing-generated arousal is transferred to positive or negative affect. The dispositional characteristics of fearfulness, empathy, and sensation seeking are found to be related to different viewing motivations, providing a viewing-related personality profile for the four different types of adolescent viewers. The four viewing motivations are found to be related to viewers’cognitive and affective responses to horror films, as well as viewers’tendency to identify with either the killers or victims in these films. Directions for future research addressing the role of viewing motivations in the relationship between violent media, cognitive and affective responses, and subsequent behavioral aggression are discussed.     

Malawian secondary students’ beliefs about intelligence

Students who view intelligence as malleable tend to be more academically motivated and perform at higher levels than students who view it as a fixed trait. We examined the beliefs of students from Malawi because the culture and schooling process in this country is very different from some other areas of the world in which students’ views of intelligence have already been studied. Our research questions were: (1) How do Malawian students define intelligence? (2) To what extent do Malawian students view intelligence as malleable? (3) Are Malawian students’ definitions of intelligence and beliefs about the malleability of intelligence similar to those of students in more developed countries? We conducted a mixed methods study and surveyed 136 students attending a secondary school in Malawi using a 39‐item questionnaire. Students responded to questions about their intelligence beliefs on open‐ and closed‐ended items. Our results showed that Malawian students believe that an intelligent student exhibits a variety of behaviors, including studying, working hard, reading, performing well on exams and in class, answering and asking questions, paying attention, and demonstrating good behavior. Most students believe that intelligence is malleable and provided responses that indicated that students can become more intelligent through effort. When compared to the findings of other studies, the present results suggest that the Malawian students who remain in secondary school have definitions of intelligence and beliefs about the malleability of intelligence that are similar to those of students in more developed countries, such as the US and Germany. In fact, it appears that Malawian secondary students have even higher malleable beliefs than American and German students. Finally, some of the measures that have been found to produce scores that are reliable and valid in other populations do not produce scores that are as reliable when used with Malawian students.     

Gender and race differences in young adults’ body dissatisfaction

Differences by gender and race (White or Black) in two aspects of college students’ body dissatisfaction—dissatisfaction with specific body parts and physique anxiety—were examined. Four hundred and ninety-one students completed surveys assessing both aspects of body dissatisfaction and eight risk factors for body dissatisfaction from biological, psychological, and sociocultural domains. Mean levels of dissatisfaction with body parts varied by gender, race, and a Gender × Race interaction. Mean levels of physique anxiety varied by gender and race. Both dissatisfaction with body parts and physique anxiety were correlated with risk factors from each domain, and factors from each domain accounted for unique variance in each aspect of body dissatisfaction. Because the prediction of each aspect of body dissatisfaction did not vary by gender, race, or a Gender × Race interaction, findings validate a general multidimensional risk model of body dissatisfaction for young adults.     

Adolescents’ own suggestions for bullying interventions at age 13 and 16

Frisén, A. & Holmqvist, K. (2009). Adolescents’ own suggestions for bullying interventions at age 13 and 16. Scandinavian Journal of Psychology, 51, 123–131. In this study we examined adolescents’ perspectives on what interventions they consider to be effective in order to stop the bullying of a student. The adolescents’ suggestions were reviewed at two time points, age 13 and 16. Participants were 474 girls and 403 boys at the first point of examination, and 429 girls and 332 boys at the second point of examination. The participants’ suggestions were divided into categories based on some of the anti‐bullying strategies commonly presented by researchers. Results showed that some anti‐bullying strategies were more salient than others in the adolescents’ suggestions, and that their suggestions differed as a function of age, sex and to some extent, current experience of victimization. Having serious talks with the students involved was among the most common suggestions at both ages. However, girls were more likely than boys, and non‐victims were more likely than victims, to suggest this particular strategy.     

That’s the way the ball bounces: infants’ and adults’ perception of spatial and temporal contiguity in collisions involving bouncing balls

Three experiments investigated the perception of collisions involving bouncing balls by 7- and 10-month-old infants and adults. In previous research, 10-month-old infants perceived the causality of launching collisions (events in which one object moves along a smooth horizontal trajectory toward a second object, apparently launching it into motion) in relatively simple event contexts. In more complex event contexts, infants failed to discriminate among the events or respond to changes in individual features. Experiments 1 and 2 of the present investigation revealed that 7- and 10-month-old infants attended to spatial and temporal contiguity, but not causality, in collisions involving the movement of bouncing balls. In Experiment 3, both spatiotemporal contiguity and general knowledge about movement trajectories influenced adults’ judgments of causality for these collisions. The present results add to a growing understanding of infants’ event perception as constructive and a function, in part, of the complexity of the event context.     

Adolescents’ inhibitory control: keep it cool or lose control

Inhibitory control (i.e., the ability to resist automatisms, temptations, distractions, or interference and to adapt to conflicting situations) is a determinant of cognitive and socio‐emotional development. In light of the discrepancies of previous findings on the development of inhibitory control in affectively charged contexts, two important issues need to be addressed. We need to determine (a) whether cool inhibitory control (in affectively neutral contexts) and hot inhibitory control (in affectively charged contexts) follow the same developmental pattern and (b) the degree of specificity of these two types of inhibitory control at different ages. Thus, in the present study, we investigated the developmental patterns of cool and hot inhibitory control and the degree of specificity of these abilities in children, adolescents and adults. Typically developing children, adolescents, and adults performed two Stroop‐like tasks: an affectively neutral one (Cool Stroop task) and an affectively charged one (Hot Stroop task). In the Cool Stroop task, the participants were asked to identify the ink color of the words independent of color that the words named; in the Hot Stroop task, the participants were asked to identify the emotional expression of a face independent of the emotion named by a simultaneously displayed written word. We found that cool inhibitory control abilities develop linearly with age, whereas hot inhibitory control abilities follow a quadratic developmental pattern, with adolescents displaying worse hot inhibitory control abilities than children and adults. In addition, cool and hot inhibitory control abilities were correlated in children but not in adolescents and adults. The present study suggests (a) that cool and hot inhibitory control abilities develop differently from childhood to adulthood – i.e., that cool inhibition follows a linear developmental pattern and hot inhibition follows an adolescent‐specific pattern – and (b) that they become progressively more domain‐specific with age.     

Making sense of being fat: A hermeneutic analysis of adults’ explanations for obesity

This hermeneutic‐phenomenological study of individuals enrolled in a hospital weight management clinic is an account and analysis of the experiences of being overweight, dieting and weight cycling through in‐depth life history interviews. Participants explored their earliest recollections involving family attitudes towards food, multiple experiences with dieting and weight cycling and how they explained their weight problems to themselves. Analysis revealed that mealtimes became the arena within which control battles were waged between parent and child; food became associated with control and eating subsequently became a way to gain control over other aspects of life. Eating also became a way to numb the pain associated with child abuse, to substitute for human needs for relationship and belonging and emotional cycles of eating were identified. Insights emergeing from the interview process suggest the value of considering a psychodynamic approach to understanding emotional eating.     

The Functions and Longitudinal Outcomes of Adolescents’ Naturally Occurring Mentorships

Adolescence is a time during which positive adults outside the familial context may be most influential to development. A growing body of research on naturally occurring mentors has found favorable outcomes for youth who have these types of positive adult figures in their lives. Less is known, however, about how these naturally occurring mentors influence youths’ development in the long‐term. This study examines the long‐term outcomes related to having a naturally occurring community mentor in adolescence. Results from longitudinal analyses of a nationally representative sample of adolescents revealed that having a mentor in adolescence was related to higher educational attainment, lower criminal activity, higher psychological well‐being (i.e., optimism, self‐efficacy, and lack of depressive symptoms), and greater romantic relationship satisfaction in adulthood. Additionally, a taxonomy of mentoring functions was created from qualitative responses and drawing upon the youth, work, and academic mentoring literature. This taxonomy aims to serve as a framework for understanding the functions of youth mentors to provide a foundation for future research. Implications of findings and future directions are considered.     

Differential parenting and sibling jealousy: Developmental correlates of young adults’ romantic relationships

Data from a survey of 200 young adults assessed whether the early nonshared environment, specifically parental differential treatment, was associated with romantic relationship distress through its effects on sibling jealousy, attachment styles, and self‐esteem. Individuals who received equal affection from their parents in comparison to their sibling reported equal jealousy between themselves and their sibling, had higher self‐esteem, more secure attachment styles, and less romantic relationship distress. Receiving differential parental affection, regardless of whether the participant or their sibling was favored, was associated with more negative models of self and others, which in turn were associated with greater romantic relationship distress. Results indicate that early within‐family experiences may be particularly relevant for later healthy romantic relationship functioning.     

Bystanders’ responses to offline bullying and cyberbullying: The role of empathy and normative beliefs about aggression

Cyberbullying often takes place with the virtual presence or knowledge of bystanders. While we have some evidence about the determinants of bystanders’ responses to offline bullying, we lack empirical studies concerning the variables that influence bystanders’ responses to cyberbullying. The current study examines bystanders’ responses to offline bullying and cyberbullying incidents. Two types of responses were captured: support toward the victims and the reinforcement of bullies’ actions. Using data from 321 German adolescents (ages 12–18; M = 14.99; 44% girls), the association between bystanders’ responses and normative beliefs about verbal aggression and cyberaggression, and affective and cognitive empathy, were tested in a path model. Both types of normative beliefs positively predicted the reinforcement of bullies, and normative belief about verbal aggression also predicted support for the victims of offline bullying. Both types of empathy predicted support in offline bullying, but only affective empathy predicted support in cyberbullying. There was no link between affective or cognitive empathy to the reinforcement of bullies. Moreover, bystanders’ tendencies to respond supportively to the victim or to reinforce the bully were rather consistent in both cyber‐ and offline bullying, but there was no link between support and reinforcement. The findings are discussed with regard to implications for prevention and intervention efforts.     

How students’ achievement goals shape their beliefs about effective teaching: A ‘build‐a‐professor’ study

Background. Which instructor qualities do students consider most important? The answer likely depends on the student. This study attempted to trace beliefs about the most essential instructor qualities to students’ academic achievement goals. Aims. The present study tested the hypothesis that students pursuing mastery goals favour instructors who stimulate and challenge them intellectually, whereas those pursuing performance goals favour instructors who present material clearly and provide clear cues about how to succeed. Sample. Participants were 157 students at a 4‐year public university. Method. Participants designed the ideal professor through a hypothetical combination of nine widely valued instructor qualities, such as enthusiasm, presentation clarity, and an interactive teaching style. The more they acquired of any one instructor quality, the less they could acquire of the others, thus compelling students to distinguish necessary qualities from desirable luxury qualities. Results. Students’ achievement goals corresponded to their views about the most essential instructor qualities. Mastery goals predicted greater demand for professors who intellectually challenge students and possess topic expertise, whereas performance goals predicted high demand for professors who present material clearly and provide cues about how to succeed in the course. Conclusions. The findings support emerging theorizing about how mastery and performance goals nudge students to pursue different learning agendas, with distinct consequences to their learning experience.     

Adolescents’ Exposure to Sexually Explicit Internet Material and Sexual Satisfaction: A Longitudinal Study

The aim of this study was to investigate, within a social comparison framework, the causal relationship between adolescents’ use of sexually explicit Internet material (SEIM) and their sexual satisfaction. In addition, we tested which adolescents were most susceptible to a potential influence of SEIM on sexual satisfaction. Between May 2006 and May 2007, we conducted a three‐wave panel survey among 1,052 Dutch adolescents aged 13–20. Structural equation modeling revealed that exposure to SEIM consistently reduced adolescents’ sexual satisfaction. Lower sexual satisfaction (in Wave 2) also increased the use of SEIM (in Wave 3). Moderator analyses showed that the negative effect of SEIM on sexual satisfaction was stronger for adolescents who had no or limited sexual experience as well as for adolescents who perceived the majority of their peers to be sexually inexperienced. The effect of exposure to SEIM on sexual satisfaction did not differ among male and female adolescents.     

Pals,Problems, and Personality: The Moderating Role of Personality in the Longitudinal Association Between Adolescents’ and Best Friends’ Delinquency

We examined the potential moderating role of Block's personality types (i.e., overcontrollers, undercontrollers, and resilients) on the longitudinal associations between adolescents’ and their best friends’ delinquency. Across three annual waves, 497 Dutch adolescents (283 boys, M_Age = 13 years at Wave 1) and their best friends reported on their delinquent behaviors. Adolescents’ three personality types were obtained by latent class growth analysis on their annual reports on Big Five personality. A three‐group cross‐lagged panel analysis was performed on three waves of data. Delinquency of overcontrollers was predicted by their best friends’ delinquency, whereas delinquency of undercontrollers and resilients was not. Delinquency of undercontrollers and resilients predicted their best friends’ delinquency, but overcontrollers’ delinquency did not. These findings suggest that personality may play an important role in adolescents’ susceptibility to the influence of friends’ delinquency, as well as in youths’ ability to influence friends through their own delinquency.     

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 (M_age = 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.