The Perils of Not Being Attractive or Athletic: Pathways to Adolescent Adjustment Difficulties Through Escalating Unpopularity

Developmental trajectories of students' beliefs about social success: Differences between students with and without a middle school transition

INTRODUCTION

Attaining social success is a significant concern during early adolescence. The characteristics that youth believe will bring social success are known to change over time and vary across contexts, especially over the transition to middle school.

METHODS

The analytic sample included 614 students (52% girls, 48% boys; 53% Black, 47% White) from the Midwestern United States. At yearly intervals during grades 6-8, participants completed self-report surveys assessing their endorsement of five characteristics (sincerity, academic responsibility, dominance, disingenuity, athleticism/attractiveness) that described peers in their grade who have lots of friends and get along well with others (i.e., social success). The sample included students who attended the same school from kindergarten-eighth grade (K8) and students who made a transition from an elementary to a middle school after 6th grade (ESMS).

RESULTS

Multigroup longitudinal growth models revealed some concerning trends over time. For both ESMS and K8 students, their endorsement of sincerity decreased, their endorsement of disingenuity increased, and their endorsement of athleticism/attractiveness was high and stable. ESMS students' endorsement of academic responsibility decreased over time and their endorsement of dominance showed increasing trends. K8 students' endorsements of academic responsibility and dominance were stable. However, across contexts, compared to the other characteristics, sincerity was most often ranked the highest.

CONCLUSIONS

The findings highlight that some changes in students' beliefs about social success may be unique to students who experience a school transition whereas others may be developmentally normative. Implications for the education of young adolescent students are discussed.

A systematic review of longitudinal risk and protective factors for loneliness in youth

To effectively tackle loneliness in youth, prevention and intervention strategies should be based on solid evidence regarding risk and protective factors in this age group. This systematic literature review identifies and narratively synthesizes longitudinal studies of risk and protective factors for loneliness in children and adolescents aged below 25 years. A systematic literature search was conducted in October 2023 using PsycINFO and MEDLINE, resulting in n = 398 articles, with n = 105 articles meeting the inclusion criteria. The examined factors included demographic (e.g., gender), socioeconomic (e.g., income sufficiency), social (e.g., peer acceptance), mental health (e.g., depression), physical health (e.g., disabilities), health behavior (e.g., sport participation), and psychological factors (e.g., shyness). Additionally, adverse childhood experiences (e.g., child maltreatment) and environmental factors (e.g., neighborhood characteristics) were investigated. Despite the wide range of potential risk and protective factors examined, relatively few studies provided strong evidence for a prospective association with loneliness. Risk factors that were consistently identified across multiple longitudinal studies included low peer acceptance and peer victimization, depression, social anxiety, internalizing symptoms, low self-esteem, shyness, and neuroticism. Additional replication is required to evaluate factors that have shown significant associations with loneliness in only a limited number of longitudinal studies (e.g., aggression).

Daily Fluctuations in Adolescents' Perceived Friend Dominance and Friendship Clout: Associations with Mood and the Moderating Role of Anxiety

Emerging evidence suggests that whereas occupying high peer status promotes adolescents' well-being, feeling dominated by friends confers psychological costs. However, little is known about day-to-day power dynamics of adolescents' friendships or their acute affective consequences. This 14-day intensive longitudinal study introduced novel daily assessments of friend dominance and friendship clout, examined their associations with mood, and tested anxiety as a moderator. Participants were 195 11th-graders (Mage = 16.48, SDage = 0.35; 66% female). Multilevel models revealed that adolescents experienced worse mood on days they felt dominated by friends and better mood on days they felt powerful and influential among friends. Associations with negative mood were strongest for adolescents higher in anxiety. The findings underscore the dynamic nature of power in adolescents' friendships.