Peer contagion of aggression and health risk behavior among adolescent males: an experimental investigation of effects on public conduct and private attitudes

Improving Pubertal Health Education for Adolescent Girls Through a Gamified Learning Approach

BACKGROUND

Adolescence is a crucial phase in a person's life. The purpose of this study was to evaluate the efficacy of gamification in the education of teenage females on pubertal health.

METHODS

This clinical trial, conducted on 90 adolescent girls in Babol, Iran, during the 2023-2024 year, used a multistage cluster sampling method to assign participants randomly to intervention and control groups. The intervention group received weekly puberty health education over 4 weeks through a gamification platform. Data collection involved a socio-demographic questionnaire as well as puberty awareness and practice assessments, completed by both groups before the intervention, immediately, and 1 month after study.

FINDINGS

The average puberty awareness and practice scores of the students in the intervention group significantly increased significantly, immediately and 4-week after the intervention compared to the control group (P < .001). The standardized effect sizes for awareness and practice were 0.74 and 0.25, respectively. In the intervention group, puberty awareness siginificanlty increased by 5.28 (95% CI: 4.51-6.06) and 5.06 points (95% CI: 4.31-5.82) when comparing the two time periods before and immediately after, and before and 4 weeks after the intervention, respectively. Similarly, the puberty practice score significanly increased by 6.82 (95% CI: 4.24-9.40) and 8.73 points (95% CI: 5.94-11.51) in the same time comparisons (P < .001).

CONCLUSION

This study demonstrated the effectiveness of using gamification in puberty health education on increasing puberty awareness and practice among adolescent girls. This innovative educational approach can enhance puberty health education programs, leading to better health outcomes for adolescent girls.

Experimental investigations of social exclusion among adolescents with psychiatric disorders: a systematic review

Social exclusion is a form of bullying that can lead to various negative consequences, and even extreme forms of violence. Certain groups, such as people with poor mental health and adolescents, are particularly vulnerable. This paper features a systematic review of experiments that investigated the impact of social exclusion on adolescents with psychiatric disorders. Experiments were searched via: PubMed, Web of Science, PsycInfo, ERIC, Cochrane, and a manual search. The search yielded 174 experiments, and 12 remained after screening. These met the inclusion criteria, which included: having an empirical design, participants aged 10-19, and a clinical sample with at least one psychiatric disorder. Among the clinical samples, the most common disorder was depression, featured in seven experiments. The most common paradigm was Cyberball. Results showed that social exclusion impacts adolescents with psychiatric disorders differently than inclusion (e.g., leading to a more negative mood). However, the difference in the impact of social exclusion on adolescents with vs. without psychiatric disorders was only conclusive via fMRI measurements. Compared to healthy controls, adolescents with psychiatric disorders seem to display altered neural reactivity during social exclusion. Based on identified research gaps, future studies are needed to explore the impact of social exclusion on adolescents with a wider range of psychiatric disorders. Other recommendations are included, such as a brain region checklist for future experiments using fMRI.

Gamification for pubertal and menstrual health education in adolescent girls: Study protocol

BACKGROUND

Adolescents' lack of awareness regarding puberty provides the ground for seeking information from unreliable sources, which poses the greatest challenge for adolescents. An educational approach for adolescents and characterized by creativity is gamification. Students' engagement is essential for changes in attitudes and behavior. Therefore, the present study will be conducted with the aim of determining knowledge and practice of puberty and menstrual health in adolescent girls and the effectiveness of gamification for pubertal and menstrual health education in adolescent girls.

MATERIALS AND METHODS

This study has two stages. The first stage is a cross-sectional study with stratified random sampling method to evaluate the knowledge and practice of puberty health among 300 female students (12-13 years old) in Babol. The second stage is an interventional study. At this stage, 90 students who have scored less than 85 from the puberty knowledge, and practice questionnaire will be selected by simple random sampling and then assigned to two groups of gamification and control. Students in the intervention group will receive the necessary education about puberty and menstrual health by gamification method once a week for four weeks. The data will be analyzed by SPSS software version 25. The Chi-square test, repeated measures ANOVA, and ANCOVA test will be used in this study.

CONCLUSION

The gamification method might be effective in improving adolescents' puberty and menstrual health knowledge and practice. The insights derived from this research will be valuable for policymakers in enhancing their planning strategies. As adolescents play a crucial role as the future architects of society, allocating resources and time to their education ensures the well-being and vitality of the community.

When hospital harms more than helps: Iatrogenic processes in adolescent inpatient settings

More adolescents than ever are being hospitalised in mental health units. As with all forms of clinical intervention, psychiatric inpatient admission poses its own risks of harm resulting from treatment (iatrogenesis), of which there is minimal literature. In this article we explore the factors that contribute to iatrogenic processes in the adolescent inpatient environment. Of note, the socialization of unsafe behaviours in these environments can contribute to poorer treatment outcomes as well as the harmful effects of experiencing, or witnessing, coercive and traumatising clinical practices. Inpatient admissions also have a systemic impact on family and community ecosystems that can detrimentally influence young people while they are in hospital and even after returning to the community. Recommendations for minimizing and preventing iatrogenic harm for adolescents in inpatient environments are outlined, as well as the patient characteristics that might make young people more vulnerable to these deleterious processes.

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 Web-Based Intervention to Support a Growth Mindset and Well-Being in Unemployed Young Adults: Development Study

BACKGROUND

Engaging young adults in the labor market is vital for economic growth and well-being. However, the path to employment often presents setbacks that impact motivation and psychological functioning. Research suggests exploring positive psychology interventions in job-seeking and scaling the delivery of these using technology. However, dropout rates are high for self-administered psychological interventions on digital platforms. This challenge needs to be addressed for such platforms to be effective conveyors of psychological interventions. This study addresses this challenge by exploring user-oriented methods and proposes persuasive features for the design and development of a new web-based intervention targeting young unemployed adults.

OBJECTIVE

This study aims to provide an overview of a new positive psychology wise intervention, including its theoretical underpinnings and human-centered design methodology, targeting young, unemployed adults.

METHODS

Researchers collaborated with designers, developers, and stakeholders to design a web-based positive psychology intervention that leverages evidence-based wise interventions. Key improvements and adaptations were explored through formative usability testing with 13 unemployed young adults aged between 18 and 25 years (the target population). Qualitative usability testing data were collected, analyzed, and integrated into the ongoing design process as iterative improvements.

RESULTS

The result of this study is a modular intervention web application named RØST, designed to align with the user needs and the preferences of the specific end-user group of unemployed young adults. During the project, this application evolved from early concept sketches and prototypes into a developed solution ready for further testing and use. Insights from both end-user feedback and rich user observation gained in the study were used to refine the content and the design. To increase targeted end users' motivation, persuasive design features including praise, rewards, and reminders were added. The web application was designed primarily to be used on mobile phones using text messaging for reminders. The development process included technical and data protection considerations.

CONCLUSIONS

This study offers valuable insights into developing psychological or behavioral interventions to support unemployed young adults by documenting the design process and the adaptation and combination of diverse theoretical and empirical foundations. Involving stakeholders and end users in the development enabled relatable content development and resolved potential usability problems. An essential implication is the finding that end-user feedback and insights are crucial in shaping interventions. However, we experienced tensions between the evidence-based interventions and the human-centered design approaches. These tensions were not resolved and highlighted a need for ongoing user motivation support through monetary rewards, which were incorporated into the final web app design.

The Social Failure Model: Do Classroom Norms Play a Role in the Development of Antisocial Behavior and Depressive Symptoms?

This study examined the moderating role of descriptive and status norms in the stability of youth's antisocial behavior, and the link between initial antisocial behavior and the development of depressive symptoms over the course of one academic year, while controlling for initial depression levels. A total of 1081 students (51.06% girls; grades 4 through 6) in schools in low to average socio-economic status neighborhoods completed self-reports and a peer nomination inventory in the fall (T1) and spring (T2) of one year. Descriptive norms were operationalized as the classroom- and sex-specific mean level of antisocial behavior. Status norms were operationalized as the classroom- and sex-specific correlation between antisocial behavior and social preference. Descriptive norms moderated the link between T1 and T2 antisocial behavior, such that youth exhibiting high levels of antisocial behavior showed a greater increase in antisocial behavior in classrooms where descriptive norms strongly favored such behavior (i.e., + 1 SD) than in classrooms with neutral or weak descriptive norms (i.e., - 1 SD). Status norms moderated the association between T1 antisocial behavior and T2 depressive symptoms, such that youth with high levels of antisocial behavior had higher depressive symptoms in classrooms where status norms disfavored antisocial behavior than in classrooms with neutral or favorable norms. No moderating effects of sex or grade were observed. These results suggest that both descriptive norms and status norms play important, albeit distinct, roles in exacerbating youth's depressive symptoms and antisocial behavior, but they may also mitigate these same outcomes in favorable contexts.

Factors explaining differences in wine experts' ratings: The case of gender, credentials, occupation and peer effects

The aim of this article is to better understand why experts give different scores to the same wines in identical tasting environments. This research focuses on the personal characteristics of experts (or judges), such as their gender, industry credentials, and occupation within the wine industry, and examines how judges respond to their peers' characteristics. Using a dataset of 5,395 wines judged in the 2022 International Wine and Spirits Competition, we analyse 18,224 scores from different judges. We estimate a series of grade equations at the judge level to understand why a same wine received different scores from judges. A first model makes use of the panel structure of the dataset, incorporates wine fixed effects, and focuses on the personal characteristics of judges. A second model encompasses characteristics of the judging team, without the inclusion of wine fixed effects. At large, on-trade buyers give lower scores than off-trade buyers, as well as female judges compared to male ones. While credentials are not a very significant factor per se, they do have the potential to generate peer effects. Judges tend to be more generous in their assessments when they are assigned to a team with Master of Wine judges. Conversely, they are also consistently more severe when the number of female judges on the team increases. Estimation results converge across sub-datasets, with the exception of sparkling wines. Given the feminisation of the wine industry, in terms of producers, consumers, and experts, the severity of female judges could be beneficial in terms of social welfare.

YouTube vloggers set the stage: How public (non)compliance with COVID-19 regulations affects adolescents

INTRODUCTION

YouTube vloggers may be important socialization figures, yet their influence on adolescents' health-related behaviors and cognitions is largely untested. In this two-study mixed-method project, we first assessed the extent of (non)compliance to COVID-19 regulations by vloggers on YouTube and how viewers reacted to this. Second, we experimentally assessed the effects of vlogger behavior paired with viewer evaluations on adolescents' COVID-19-related attitudes, intentions, and behavior.

METHODS

For Study 1, we coded 240 vlogs of eight popular Dutch vloggers on YouTube recorded in the period of February 2020-March 2021. For our 2 × 2 between-subjects experiment in Study 2, Dutch adolescents (N = 285, Mage = 12.99, SD = 1.02, 41.8% girls) were randomly assigned to conditions in which they saw vlogs showing either compliance or noncompliance to COVID-19 regulations, and to conditions in which they saw either supportive or dismissive comments under these vlogs.

RESULTS

Study 1: Vloggers' noncompliance with COVID-19 regulations was not uncommon and received relatively more viewer support than compliance, suggesting that portrayed noncompliance may be potentially influential. Study 2: Adolescents were more worried about COVID-19 after they watched a compliant (vs. noncompliant) vlogger. Also, vlogger noncompliance decreased adolescents' perceived importance of COVID-19 regulations and rule-setting for adolescents who identified strongly with the vloggers they watched.

CONCLUSIONS

Vloggers' (non)compliance affects adolescents' COVID-19-related worrying, and attitudes and behavior of adolescents who identify with vloggers strongly. This seems concerning given the sometimes harmful and risky behaviors vloggers portray online but could potentially also be employed to encourage healthy behaviors.

Susceptibility to peer influence in adolescents: Associations between psychophysiology and behavior

The current study investigated in-the-moment links between adolescents' autonomic nervous system activity and susceptibility to three types of peer influence (indirect, direct, continuing) on two types of behavior (antisocial, prosocial). The sample included 144 racially ethnically diverse adolescents (46% male, 53% female, 1% other; M age  = 16.02 years). We assessed susceptibility to peer influence behaviorally using the Public Goods Game (PGG) while measuring adolescents' mean heart rate (MHR) and pre-ejection period (PEP). Three key findings emerged from bivariate dual latent change score modeling: (1) adolescents whose MHR increased more as they transitioned from playing the PGG alone (pre-influence) to playing while simply observed by peers (indirect influence) displayed more prosocial behavior; (2) adolescents whose PEP activity increased more (greater PEP activity = shorter PEP latency) as they transitioned from indirect influence to being encouraged by peers to engage in antisocial behavior (direct influence) engaged in more antisocial behavior; and (3) adolescents whose PEP activity decreased less as they transitioned from direct influence on prosocial behavior to playing the PGG alone again (continuing influence) displayed more continuing prosocial behavior (marginal effect). The discussion focuses on the role of psychophysiology in understanding adolescents' susceptibility to peer influence.

Rebels with a cause? How norm violations shape dominance, prestige, and influence granting

Norms play an important role in upholding orderly and well-functioning societies. Indeed, violations of norms can undermine social coordination and stability. Much is known about the antecedents of norm violations, but their social consequences are poorly understood. In particular, it remains unclear when and how norm violators gain or lose influence in groups. Some studies found that norm violators elicit negative responses that curtail their influence in groups, whereas other studies documented positive consequences that enhance violators' influence. We propose that the complex relationship between norm violation and influence can be understood by considering that norm violations differentially shape perceptions of dominance and prestige, which tend to have opposite effects on voluntary influence granting, depending on the type of norm that is violated. We first provide correlational (Study 1) and causal (Study 2) evidence that norm violations are associated with dominance, and norm abidance with prestige. We then examine how dominance, prestige, and resultant influence granting are shaped by whether local group norms and/or global community norms are violated. In Study 3, protagonists who violated global (university) norms but followed local (sorority/fraternity) norms were more strongly endorsed as leaders than protagonists who followed global norms but violated local norms, because the former were perceived not only as high on dominance but also on prestige. In Study 4, popular high-school students were remembered as violating global (school) norms while abiding by local (peer) norms. In Study 5, individuals who violated global (organizational) norms while abiding by local (team) norms were assigned more leadership tasks when global and local norms conflicted (making violators "rebels with a cause") than when norms did not conflict, because the former situation inspired greater prestige. We discuss implications for the social dynamics of norms, hierarchy development, and leader emergence.

Identifying who adolescents prefer as source of information within their social network

Adolescents are highly influenced by their peers within their social networks. This social influence can stem from both unsolicited peer pressure and the active search for guidance. While extensive research examined the mechanisms of peer pressure, little is known about who adolescents prefer as a source of information. To address this gap, we conducted two independent studies using a novel social search paradigm that allows participants to choose which social sources they wish to observe. In both studies, adolescents demonstrated a preference for their friends over non-friends, as well as for peers who were perceived as trustworthy. Across both studies, we found mixed evidence for the role of perceived popularity as a selection criterion. Notable, study 2 revealed the significance of "cool", "admirable" and "acting mean" as additional characteristics of preferred peers, traits that are often associated with elevated peer status. It also revealed an interest for peers perceived as being smart. These findings highlight the active role adolescents have in choosing social sources and emphasize the importance of multiple peer characteristics. Future research should investigate whether adolescents' interest in these types of peers is contingent upon specific social contexts, age groups, and peer cultures.

Neural tracking of social hierarchies in adolescents' real-world social networks

In the current study, we combined sociometric nominations and neuroimaging techniques to examine adolescents' neural tracking of peers from their real-world social network that varied in social preferences and popularity. Adolescent participants from an entire school district (N = 873) completed peer sociometric nominations of their grade at school, and a subset of participants (N = 117, Mage = 13.59 years) completed a neuroimaging task in which they viewed peer faces from their social networks. We revealed two neural processes by which adolescents track social preference: (1) the fusiform face area, an important region for early visual perception and social categorization, simultaneously represented both peers high in social preference and low in social preference; (2) the dorsolateral prefrontal cortex (DLPFC), which was differentially engaged in tracking peers high and low in social preference. No regions specifically tracked peers high in popularity and only the inferior parietal lobe, temporoparietal junction, midcingulate cortex and insula were involved in tracking unpopular peers. This is the first study to examine the neural circuits that support adolescents' perception of peer-based social networks. These findings identify the neural processes that allow youths to spontaneously keep track of peers' social value within their social network.

Distorted meta-analytic findings on peer influence: A reanalysis

In a recent meta-analysis, Giletta et al. (2021) [1] found a positive effect of peers' behavior at time 1 on target youths' behavior at time 2 while adjusting for target youths' behavior at time 1 and claimed to have quantified peer influence. However, it is established that controlled cross-lagged effects could be due to correlations with measurement errors and reversion in the direction of the mean rather than due to true decreasing or increasing effects. Here, in a reanalysis of the same meta-analytic data as used by Giletta et al., we found that peer influence, as operationalized by Giletta et al., may have been distorted (i.e. spurious). We do not claim that peer influence does not exist, but it may be hard, maybe not even possible, to prove by analyses of observational data that it does exist. Difficulties to prove causal effects by analyses of observational data is common for all areas of research and not specific for research on peer influence.

Best Friend's Popularity: Associations with Psychological Well-Being and School Adjustment in China During Early Adolescence

Popularity has been empirically linked to psychological and several indices of school adjustment outcomes during childhood and early adolescence. Yet, best friend popularity in relation to the adjustment outcomes remains unclear, especially in more interdependent-oriented cultures. To address this gap, this study applied the Actor-Partner Interdependence Model (APIM) to simultaneously considering whether, and how, the popularity of youth (actor effects) and their best friends (partner effects) contribute uniquely to psychological well-being and school adjustment outcomes, after controlling for social preference. Age and gender differences were also examined. Participants were 162 same-gender best friend dyads (81 boys, M_age = 11.24 years, SD = 1.18) from Shanghai, P.R. China. Among the results, both youth's own and their best friends' popularity were positively related to self-esteem and school attitudes, and negatively related to depressive symptoms. In addition, results from multi-group analyses revealed both actor and partner effects did not vary across gender. Finally, exploratory analyses showed that only actor effects varied across age for the associations between popularity and self-esteem and school attitudes. These findings highlight the important role of the best friend's popularity in promoting Chinese youth's experiences of psychological and school adjustment.

Will farmers follow their peers in adopting straw returning? Evidence from rural Sichuan Province, China

From the perspective of conformity tendency, based on 540 farmers' data in Sichuan Province, China, the study used the probability score matching (PSM) model and mediator model to explore the role of four types of peers' straw returning behavior on farmers' preferences to implement straw returning and the realization paths. It was found that (1) farmers' preferences to implement straw returning were influenced by the straw returning behavior of neighbors, relatives, wealthy villagers, and village cadres, i.e., there were conformity tendencies in farmers' straw returning decisions. (2) The degree of conformity tendencies formed by different peers varied. Among the peers affecting farmers' preferences to implement straw returning, the effect of village cadres was the largest, followed by neighbors, relatives, and the wealthy villagers. (3) The degree of conformity tendencies varied by decision-makers. The younger and less educated the farmers were, the more willing they were to adopt straw returning driven by their neighbors, relatives, wealthy villagers, and village cadres. (4) In the conformity tendencies (including conformity to neighbors, relatives, wealthy villagers, and village cadres) of straw returning, farmers' perceptions of income benefits and environmental benefits played a significant mediating role, and the perception of environmental benefits was more vital.

Relative likeability and relative popularity as sources of influence in children's friendships

The present study contrasts two forms of peer status as sources of friend influence: Relative likeability and relative popularity. Participants included 310 children (142 boys, 168 girls), ages 9 to 12, in stable reciprocated friendships. Peer nominations were collected at two time points, 8 to 14 weeks apart. After removing overlapping variance through residualization, partners in each friend dyad were categorized into roles on the basis of relative (to the partner) popularity and relative (to the partner) likeability. Dyadic analyses compared more- and less-liked friends and more- and less-popular friends in terms of their influence over physical aggression, relational aggression, prosocial behavior, and academic achievement. Higher initial relational aggression, prosocial behavior, and academic achievement among more-liked partners predicted greater increases in the same among less-liked partners, but not the reverse. Unexpectedly, physical aggression among less-liked partners predicted increases in physical aggression among more-liked partners. More popular friends did not influence less popular friends on any of these variables, although (also unexpectedly) less-popular friends influenced the academic achievement of more-popular friends. Taken together, the findings suggest that during the pre- and early adolescent years, relative influence within a friendship tends to be apportioned on the basis of likeability, not popularity.

Playing by the Rules? An Investigation of the Relationship Between Social Norms and Adolescents' Hate Speech Perpetration in Schools

Hate speech is often discussed and investigated as an online phenomenon, while hate speech among adolescents in the real world (e.g., in schools) has rarely been researched. Consequently, not much is known about potential interpersonal correlates and theoretical frameworks that might help us better understand why adolescents engage in hate speech in offline environments. To add to the literature, this study investigates hate speech perpetration among young people by utilizing the Social Cognitive Theory; more specifically, the association between witnessing and perpetrating hate speech in schools, and whether this relation is weakened or strengthened by anti-hate speech injunctive norms and deviant peer pressure. The sample consists of 1719 young people (45.1% boys, 53.6% girls, 1.3% gender diverse) between 11 and 18 years old (M_age = 13.96; SD = .98) from 22 schools in Switzerland. Self-report questionnaires were administered to measure hate speech involvement and adolescents' perception of social norms (i.e., anti-hate speech injunctive norms and deviant peer pressure). Multilevel regression analyses revealed that witnessing and perpetrating hate speech were positively associated. Moreover, injunctive anti-hate speech norms were negatively related and deviant peer pressure positively related to hate speech perpetration. Finally, increasing levels of injunctive anti-hate speech norms weakened the relation between witnessing and perpetrating hate speech, whereas higher levels of deviant peer pressure strengthened this association. The findings demonstrate that the Social Cognitive Theory is a useful framework for understanding hate speech perpetration in schools. The results also highlight the importance of taking into account social norms and interpersonal relationships (e.g., within the class) when designing anti-hate speech prevention programs and not focusing solely on intrapersonal factors.

Risk-Taking Behavior Among Male Adolescents: The Role of Observer Presence and Individual Self-Control

A number of studies have focused on the same-sex peer effect on and the developmental difference in adolescent risk-taking in terms of the dual systems model. Little research, however, addresses the effects of different observers, the role of different levels of individual self-control, and their interactions. To fill this gap, the present study examined the main and interactive effects of observer presence and individual self-control on male adolescents' risk-taking behavior with an experimental design. A total of 261 male adolescents (M_age = 15.79 ± 0.79, range = 14-18) completed an adapted Stoplight Task, which measures risk-taking behavior, in the presence of an observer, either peer or adult, either male or female. The results indicated that a same-sex peer's presence and low self-control were both risk factors of male adolescents' risk-taking, but did only low self-control male adolescents take serious risks when in the presence of a same-sex peer whereas those with high self-control consistently had low levels of risk-taking under any condition. An opposite-sex observer, particularly an opposite-sex adult's presence, played a similar protective role for male adolescents with low self-control. The findings suggest that a high level of self-control closely related to the cognitive control system may significantly buffer the negative effect of an adverse social stimulus which activates the social-emotional system on male adolescents' risk-taking; the findings also reveal that an opposite-sex adult's presence may contribute to a decrease in male adolescents' risk-taking by improving their cognitive control system.

EXPRESS: Combining Refutations and Social Norms Increases Belief Change

Misinformed beliefs are difficult to change. Refutations that target false claims typically reduce false beliefs, but tend to be only partially effective. In this study, a social norming approach was explored to test whether provision of peer norms could provide an alternative or complementary approach to refutation. Three experiments investigated whether a descriptive norm-by itself or in combination with a refutation-could reduce the endorsement of worldview-congruent claims. Experiment 1 found that using a single point estimate to communicate a norm affected belief but had less impact than a refutation. Experiment 2 used a verbally-presented distribution of four values to communicate a norm, which was largely ineffective. Experiment 3 used a graphically-presented social norm with 25 values, which was found to be as effective at reducing claim belief as a refutation, with the combination of both interventions being most impactful. These results provide a proof of concept that normative information can aid in the debunking of false or equivocal claims, and suggests that theories of misinformation processing should take social factors into account.

Like the cool kids? The role of popular classmates in the development of anti-immigrant attitudes in adolescence

While classmates have been identified as important socializing agents in relation to adolescents’ prejudice, there is limited understanding of how popularity status plays into classroom transmission of prejudicial attitudes. Drawing on theories of social influence, we used a three-wave panel of Swedish adolescents ( N = 941, aged 13–15) to examine the role of sociometric and prestige popular classmates in the development of adolescents’ anti-immigrant attitudes. Multilevel repeated measurement models revealed positive relationships between popular and individual prejudice; between sociometric prejudice and the level and rate of change; and between prestige prejudice and wave-to-wave shifts in individual prejudice. Overall, we found sociometrically popular classmates to be more influential in relation to adolescents’ prejudice. Additionally, we found the effect of sociometric prejudice to be more pronounced if political issues were frequently discussed in the classroom.

On the microfoundations of the link between classroom social norms and behavioral development

This article focuses on the link between social norms and behavioral development as presented in research on norms regarding bullying and aggression. The aim is to present a conceptual framework for how classroom norms may explain children’s decisions to defend others or refrain from defending. Norms emerge from group consensus about what is appropriate in given social circumstances, and can also shape, constrain, and redirect behavior at the individual level. The study of norms has gained much attraction in peer relation research, and has turned attention to group-level processes, often defined at the classroom level, which create and sustain shared meanings that impact behavioral and social adjustment. Norm conformity, pluralistic ignorance, and power balance are presented as potential micro-level mechanisms for the link between classroom popularity (or rejection) norms and defending behavior. Directions for further research are discussed, including the need to assess and test the microfoundations directly, examine gender-specific versus common norms, focus on competing classroom norms, test developmental effects of norms, examine the impact of teachers on social norms, and pay attention to the influence of personal norms.

Anxiety as a Moderator of the Relationship Between Deviant Peer Association and Substance Use: Does the Specific Dimension of Anxiety Matter?

Deviant peer association has been identified as a risk factor for substance use. Anxiety has been examined as a moderator of this relationship in a limited capacity. Despite this, investigations of specific dimensions of anxiety as moderators of this relationship remain understudied. This study examined three dimensions of anxiety as moderators: physiological anxiety, worry/oversensitivity anxiety, and social concerns/concentration anxiety. The Pathways to Desistance data were used in analyses. Ordered logistic regression models were used to assess relationships of interest for three substance use outcomes: heavy episodic drinking, marijuana use, and cigarette use. Findings indicated that social concerns/concentration anxiety moderated the relationship between deviant peer association and marijuana use, but, contrary to predictions, a protective effect at higher levels of this form of anxiety was observed. Worry/oversensitivity anxiety also appeared to exert a significant and negative direct effect on all three substance use outcomes. Implications are discussed.

What Does it Mean to be Susceptible to Influence? A Brief Primer on Peer Conformity and Developmental Changes that Affect it

Peer influence is a twofold process that entails a behavior by an agent of influence that elicits conformity from the target of influence. Susceptibility describes the likelihood that conformity will occur. This review focuses on factors that shape susceptibility to peer influence. We argue that conformity has two distinct sources. In some instances, conformity is a product of characteristics of the target of influence, operationalized as stable individual difference variables. Trait-like attributes associated with susceptibility to peer influence include conformity dispositions, social goals, resource acquisition strategies, vulnerabilities, and maturational status. In other instances, conformity is a product of the context in which the target is situated, operationalized as impermanent individual difference variables. State-like circumstances associated with susceptibility to peer influence include conditions of uncertainty, personal attributes that differ from the partner or group, perceived benefits of impression management, unmet social needs, and social referents and beliefs about their behavior. Empirical illustrations are provided. We close with a discussion of developmental changes hypothesized to impact variations in susceptibility to peer influence.

Assessing Peer Influence and Susceptibility to Peer Influence Using Individual and Dyadic Moderators in a Social Network Context: The Case of Adolescent Alcohol Misuse

Higher accepted friends are known to influence the alcohol misuse of lower accepted friends, but not the reverse. The present study was designed to address the origins of this influence: Are higher accepted friends particularly influential or are lower accepted friends particularly susceptible to influence? To address this question, we introduce an innovative application of longitudinal social network techniques (RSIENA) designed to distinguish being influential from being susceptible to influence. The results revealed that influence was a product of heightened susceptibility among low accepted adolescents, rather than heightened influence among high accepted adolescents. The findings are consistent with claims that low accepted youth fear the consequences of nonconformity and adjust their behavior to more closely resemble their affiliates.

Reexamining Social Media and Socioemotional Well-Being Among Adolescents Through the Lens of the COVID-19 Pandemic: A Theoretical Review and Directions for Future Research

Social media has rapidly transformed the ways in which adolescents socialize and interact with the world, which has contributed to ongoing public debate about whether social media is helping or harming adolescents. The COVID-19 pandemic has magnified both the challenges and opportunities of adolescents' social-media use, which necessitates revisiting the conversation around teens and social media. In this article, we discuss key aspects of adolescent social-media use and socioemotional well-being and outline how these issues may be amplified in the context of the COVID-19 pandemic. We use this as a springboard to outline key future research directions for the field, with the goal of moving away from reductionist approaches and toward a more nuanced perspective to understand the who, what, and when of social-media use and its impact on adolescent well-being. We conclude with a commentary on how psychological science can inform the translation of research to provide evidence-based recommendations for adolescent social-media use.

Television, News Media, Social Media and Adolescents’ and Young Adults’ Violations of the COVID-19 Lockdown Measures: A Prototype Willingness Model

During the COVID-19 pandemic, television and social media informed and entertained people. This cross-sectional study among adolescents and young adults (n = 859, 71.94% female, M_age = 20.55, SD_age = 4.59) examined the associations between pro- and anti-governmental (social) media and youth’s violations of the lockdown measures following the prototype willingness model (PWM). Data were collected during Belgium’s first and strictest lockdown. The results largely confirmed the applicability of the PWM in a public health context. Posting of and exposure to anti-governmental social media messages positively related to violations of the regulations via higher descriptive norm perceptions of peers violating the measures and positive attitudes towards violations. Pro-governmental media interactions (i.e., exposure to news media and pro-governmental social media messages) negatively related to violations via negative attitudes towards violations. No support emerged for the role of (televised) series, prototype favorability, or subjective norms in the PWM. Differences in posting versus exposure of social media messages were found. Posting generally related stronger to risk cognitions and behaviors compared to exposure. Gender and age moderated some of the examined relations in the PWM. Implications for media research and health campaigns are discussed.

Characterization of the Core Determinants of Social Influence From a Computational and Cognitive Perspective

Most human decisions are made among social others, and in what social context the choices are made is known to influence individuals' decisions. Social influence has been noted as an important factor that may nudge individuals to take more risks (e.g., initiation of substance use), but ironically also help individuals to take safer actions (e.g., successful abstinence). Such bi-directional impacts of social influence hint at the complexity of social information processing. Here, we first review the recent computational approaches that shed light on neural and behavioral mechanisms underlying social influence following basic computations involved in decision-making: valuation, action selection, and learning. We next review the studies on social influence from various fields including neuroeconomics, developmental psychology, social psychology, and cognitive neuroscience, and highlight three dimensions of determinants-who are the recipients, how the social contexts are presented, and to what domains and processes of decisions the influence is applied-that modulate the extent to which individuals are influenced by others. Throughout the review, we also introduce the brain regions that were suggested as neural instantiations of social influence from a large body of functional neuroimaging studies. Finally, we outline the remaining questions to be addressed in the translational application of computational and cognitive theories of social influence to psychopathology and health.

Reexamining Social Media and Socioemotional Well-Being Among Adolescents Through the Lens of the COVID-19 Pandemic: A Theoretical Review and Directions for Future Research

Social media has rapidly transformed the ways in which adolescents socialize and interact with the world, which has contributed to ongoing public debate about whether social media is helping or harming adolescents. The COVID-19 pandemic has magnified both the challenges and opportunities of adolescents' social-media use, which necessitates revisiting the conversation around teens and social media. In this article, we discuss key aspects of adolescent social-media use and socioemotional well-being and outline how these issues may be amplified in the context of the COVID-19 pandemic. We use this as a springboard to outline key future research directions for the field, with the goal of moving away from reductionist approaches and toward a more nuanced perspective to understand the who, what, and when of social-media use and its impact on adolescent well-being. We conclude with a commentary on how psychological science can inform the translation of research to provide evidence-based recommendations for adolescent social-media use.

Peer Effects on Engagement and Disengagement: Differential Contributions From Friends, Popular Peers, and the Entire Class

School engagement and disengagement are important predictors of school success that are grounded in the social context of the classroom. This study used multilevel analysis to examine the contributions of the descriptive norms of friends, popular students and classmates regarding engagement and disengagement to the development of Students' own behavioral and emotional engagement and disengagement among Flemish 7th-graders (N = 3,409). Moderating effects of Students' self-esteem and cognitive ability were examined. The results showed effects from friends' and classmates' (dis)engagement on all dimensions of (dis)engagement. Popular Students' engagement only affected individual Student's behavioral disengagement and emotional engagement. Self-esteem and high cognitive ability did not make students more or less susceptible to peer effects.

Comparing targeting strategies for network-based adolescent drinking interventions: A simulation approach

Public health researchers and social scientists highlight the promise of network-based strategies to inform and enhance interventions that curb risky adolescent health behaviors. However, we currently lack an understanding of how different variants of network-based interventions shape the distribution of targeted behaviors. The current project considers the effectiveness of five targeting strategies that are designed to have differential impacts on the health of program participants versus non-participants. Using simulations that are empirically-grounded in 28 observed school-based networks from the PROSPER study, we evaluate how these approaches shape long-term alcohol use for intervention participants and non-participants, separately, and consider whether contextual factors moderate their success. Findings suggest that enrolling well-connected adolescents results in the lowest drinking levels for non-participants, while strategies that target groups of friends excel at protecting participants from harmful influences. These trends become increasingly pronounced in contexts characterized by higher levels of peer influence.

Peers' Choices Influence Adolescent Risk-taking Especially When Explicit Risk Information is Lacking

This study examines the impact of peers' previous cautious versus risky choices on adolescents' risk-taking depending on the level of information about the risk. Adolescents completed an adaptation of the BART that manipulated social influence (cautious and risky) and risk information (i.e., informed, noninformed). Results showed that social influence impacts adolescents' decisions on the noninformed BART but not on the informed BART. In the noninformed BART, the peers' cautious choices strongly decreased risk-taking and led to greater performance. The peers' risky choices increase adolescents' risk-taking, but this effect is limited to situations involving minimal risk. Thus social experience may be a specific social context that represents a valuable source of information during adolescence, especially in situations with high uncertainty.

Self-Perception and Relative Increases in Substance Use Problems in Early Adulthood

This study assessed self-perception as a long-term predictor of relative changes in problems related to alcohol and marijuana use in early adulthood. Self-report questionnaires were completed by a community sample of 124 individuals in the Southeastern United States who were followed longitudinally from age 19 to age 27. More problems due to substance use at age 27 were predicted by participants' negative perceptions of their social acceptance, romantic appeal, and self-worth. Predictions remained after accounting for potential confounds including gender, income, and baseline substance use problems at age 19. Social avoidance and distress in new situations at age 19 mediated the relationship between self-perception and relative changes in substance use problems, such that increases in substance use problems from age 19 to 27 were potentially explainable by the linkage of negative self-perceptions to social avoidance and distress in new situations.

Online Fake News about Food: Self-Evaluation, Social Influence, and the Stages of Change Moderation

In the Italian context, the diffusion of online fake news about food is becoming increasingly fast-paced and widespread, making it more difficult for the public to recognize reliable information. Moreover, this phenomenon is deteriorating the relation with public institutions and industries. The purpose of this article is to provide a more advanced understanding of the individual psychological factors and the social influence that contributes to the belief in food-related online fake news and the aspects that can increase or mitigate this risk. Data were collected with a self-report questionnaire between February and March 2019. We obtained 1004 valid questionnaires filled out by a representative sample of Italian population, extracted by stratified sampling. We used structural equation modelling and the multi-group analyses to test our hypothesis. The results show that self-evaluation negatively affects the social-influence, which in turn positively affects the belief in online fake news. Moreover, this latter relationship is moderated by the readiness to change. Our results suggest that individual psychological characteristics and social influence are important in explaining the belief in online fake news in the food sector; however, a pivotal role is played by the motivation of lifestyle change. This should be considered to engage people in clear and effective communication.

Neurobiological Sensitivity to Social Rewards and Punishments Moderates Link Between Peer Norms and Adolescent Risk Taking

Although peer influence is a strong predictor of adolescents' risk-taking behaviors, not all adolescents are susceptible to their peer group. One hundred and thirty-six adolescents (M_age  = 12.79 years) completed an fMRI scan, measures of perceived peer group norms, and engagement in risky behavior. Ventral striatum (VS) sensitivity when anticipating social rewards and avoiding social punishments significantly moderated the association between perceived peer norms and adolescents' own risk behaviors. Perceptions of more deviant peer norms were associated with increased risky behavior, but only for adolescents with high VS sensitivity; adolescents with low VS sensitivity were resilient to deviant peer norms, showing low risk taking regardless of peer context. Findings provide a novel contribution to the study of peer influence susceptibility.

Affective and Stress Consequences of Cyberbullying

The primary objective of this study was to investigate the effects of cyberbullying through social exclusion and verbal harassment on emotional, stress, and coping responses. Twenty-nine undergraduate students (16 females aged 18.25 ± 0.58 years and 13 males aged 18.46 ± 1.13 years) volunteered for the study. All volunteers participated in two experiments that stimulated cyberbullying through social exclusion or verbal harassment. In the first experiment, the effects of cyberbullying through social exclusion were investigated using a virtual ball-tossing game known as Cyberball. In the second experiment, the influence of cyberbullying through verbal harassment was tested using a hypothetical scenario together with reading of online comments. Emotional, stress, and coping responses were measured via the Positive Affect and Negative Affect Scale, the Dundee Stress State Questionnaire, and the Coping Inventory for Task Stress, respectively. The results demonstrated that social exclusion and verbal harassment induced a negative emotional state. We also found that verbal harassment through the use of impolite language increased engagement, and increased worry compared with social exclusion effects.

Bidirectional Associations between Popularity, Popularity Goal, and Aggression, Alcohol Use and Prosocial Behaviors in Adolescence: A 3-Year Prospective Longitudinal Study

Adolescents' popularity and popularity goal have been shown to be related to their aggression and alcohol use. As intervention efforts increasingly aim to focus on prosocial alternatives for youth to gain status, it is essential to have a comprehensive understanding of how popularity and popularity goal are associated with aggression and substance use as well as prosocial behaviors over time. The current study examined the bidirectional associations of aggression (overt and relational aggression), alcohol use, and prosocial behavior with popularity and popularity goal in adolescence across 3 years using cross-lagged panel analyses. Participants were 839 Dutch adolescents (M_age = 13.36, SD = 0.98; 51.3% girls). The results indicated that popularity was consistently positively associated with popularity goal, but popularity goal did not significantly predict subsequent popularity. Popularity positively predicted elevated aggression and alcohol use, but lower levels of prosocial behavior. For the full sample, alcohol use and overt aggression in grade 7 both predicted subsequent popularity in grade 8. However, when considering gender differences, overt aggression no longer was a significant predictor of popularity. These results were discussed in terms of the dynamic interplay between popularity, popularity goal, and behaviors, and in terms of implications for prevention and intervention efforts.

Engagement Norms Buffer Academic Risks Associated with Peer Rejection in Middle School

The current study examined school variations in academic engagement norms and whether such norms affect those most susceptible to peer influence. We presumed that behaviors associated with perceived popularity make norms salient and are most likely to affect socially marginalized (rejected) youth. Focusing on differences across 26 middle schools, the main aim was to test whether academic engagement norms moderate the association between peer rejection and subsequent academic difficulties. The U.S. public school sample included 5,991 youth (52% girls): 32% Latino/a, 20% White, 14% East/Southeast Asian, 12% African American, and 22% from other specific ethnic groups. Multilevel models were used to examine whether engagement norms moderated the association between sixth grade peer rejection and changes in grade point average (GPA) and academic engagement across middle school (i.e., from sixth to eighth grade). Consistent with our contextual moderator hypothesis, the association between peer rejection and academic engagement was attenuated-- and in the case of GPA eliminated-- in schools where higher engagement was a salient norm. The study findings suggest that the behaviors of popular peers affect those on social margins, and that academic difficulties are not inevitable for rejected youth.

Educational needs assessment among 10-14-year-old girls about puberty adolescent health of Ardebil

Background

This study aimed to investigate the educational needs of 10–14-year-old girls about adolescent puberty health in Ardabil City in Iran, the matter of adolescent puberty health is one of the most important health priorities, especially for girls.

Methods

This cross-sectional descriptive-correlational study was performed on girl students through stratified-cluster sampling in Ardabil city. The data gathering tool was a self-reported researcher-designed questionnaire consisting of 10 demographic questions and 35 self-care questions in 5 domains of self-care awareness, self-efficacy, enablers, enhancers and behaviors, based on the reviewed articles and resources. Descriptive statistics and chi-square test, correlation coefficient and regression were used to analyze the quantitative data.

Results

The mean age of the girls was 12.98 ± 4.67. There was a significant relationship between the mother’s level of education (p < 0.001) and students ‘knowledge about puberty and between mother’s age (p < 0.002) and students’ awareness of self-care behaviors during adolescence. The results of this study showed that 73.8% of girls were aware of puberty and menstruation problems. About 74.3% of girls had poor self-efficacy. About 77% of female students in the study did not have access to the required educational resources and classes that are one of the most important enablers of behavior formation. Eighty-eight percent of the families did not talk about the hygiene practices related to their children. The most common source of information about maternal health related practices was from mothers (64.8%). Correlation test between adolescents’ health behavior and awareness (r = 0.12 p < 0.007) and between self-efficacy and health behaviors (r = 0.14, p < 0.001) revealed significant and positive relationships.

Conclusion

There is a need among adolescent girls for information about adolescent health and related health behaviors. Currently there is lack of adequate and accurate information. The role of mothers is the most important source of information for adolescent girls and educational approaches for mothers and adolescents should be designed.

Positive influence of peers' interpersonal character on children's interpersonal character: The moderating role of children's and peers' social status

INTRODUCTION

Peers are an important source of influence on children's social development. This study investigated the positive association between peers' and children's interpersonal character (i.e., humanity and justice) and the moderating role of children's and peers' social status including wealth (family SES), power (class leadership), and prestige (social preference and social visibility).

METHODS

The participants were 1555 fourth-to ninth-graders (M_age = 12.76; 46.9% boys) and their reciprocal playmates in China. Questionnaires and peer nomination methods were used to measure interpersonal character and social status. Children's reciprocal playmates were used as the source of peer influence.

RESULTS

The playmates' humanity and justice were positively associated with the children's humanity and justice regardless of the child's grade, gender, or sibling status. Children's level of social visibility moderated the associations between the playmates' and the children's humanity and justice, with children of low social visibility being more strongly influenced by their playmates. The moderating role of playmates' social status was displayed in two modes and appeared in the secondary school and singleton samples. First, playmates with a higher social preference were more closely related to secondary school children's justice; second, playmates with lower social visibility were more closely related to secondary school children's and singletons' justice.

CONCLUSIONS

The findings confirm the positive relationships between peers' and children's interpersonal character and reveal an important moderating role of prestige status, especially social visibility, among the relationships. This study extends the research on positive peer influence and contributes to knowledge of peer influence mechanisms.

Conceptualization and Measurement of Adolescent Prosocial Behavior: Looking Back and Moving Forward

The struggle to cast a net around the numerous ways prosocial behavior is expressed lends itself to the absence of widely accepted methods of measurement. Additionally, research intent on evaluating the psychometric properties of current approaches has been somewhat limited. Weaving together seminal as well as contemporary research, the current review focuses on how these conceptual and measurement issues pertain to adolescent studies (in an intentional effort to offset the somewhat disproportionate focus directed toward prosocial development in infants, children, and adults). Recommendations to address current limitations and attain a more nuanced understanding of the construct are presented and discussed.

Social Mechanisms in Epidemiological Publications on Small-Area Health Inequalities-A Scoping Review

Background: Small-area social mechanisms-social processes involving the social environment around the place of residence-may be playing a role in the production of health inequalities. Understanding how small-area health inequalities (social environment affects health and consequently contribute to inequalities between areas) are generated and the role of social mechanisms in this process may help defining interventions to reduce inequalities. In mediation and pathway analyses, social mechanisms need to be treated as processes or factors. We aimed to identify which types of social mechanisms explaining the process leading from small-area characteristics to health inequalities have been considered and investigated in epidemiological publications and to establish how they have been operationalized. Methods: We performed a scoping review for social mechanisms in the context of small-area health inequalities in the database PubMed. Epidemiological publications identified were categorized according to the typology proposed by Galster (social networks, social contagion, collective socialization, social cohesion, competition, relative deprivation, and parental mediation). Furthermore, we assessed whether the mechanisms were operationalized at the micro or macro level and whether mechanisms were considered as processes or merely as exposure factors. Results: We retrieved 1,019 studies, 15 thereof were included in our analysis. Eight forms of operationalization were found in the category social networks and another nine in the category social cohesion. Other categories were hardly represented. Furthermore, all studies were cross sectional and did not consider mechanisms as processes. Except for one, all studies treated mechanisms merely as factors whose respective association to health outcomes was tested. Conclusion: In epidemiological publications, social mechanisms in studies on small-area effects on health inequalities are not operationalized as processes in which these mechanisms would play a role. Rather, the focus is on studying associations. To understand the production of health inequalities and the causal effect of social mechanisms on health, it is necessary to analyze mechanisms as processes. For this purpose, methods such as complex system modeling should be considered.

Popular peer norms and adolescent sexting behavior

INTRODUCTION

Adolescents misperceive and are heavily influenced by the behavior of their popular peers, yet research has not yet investigated this phenomenon for a relatively new and potentially risky behavior: adolescent sexting. The present study investigates rates of sexting among popular and non-popular adolescents and the association between adolescents' perceptions of popular peers' sexting behavior and their own sexting behavior.

METHODS

A school-based sample of 626 adolescents from a rural high school in the Southeastern U.S. (M_age = 17.4, 53.5% female) completed surveys indicating whether they had sent a sext in the past year. Participants also reported on perceptions of popular peers' sexting behavior and completed sociometric nominations of peer status.

RESULTS

While 87.4% of adolescents believed the typical popular boy or girl in their class had sent a sext in the past year, only 62.5% of popular adolescents had actually sent a sext. There was no significant difference between rates of sexting among popular and non-popular (54.8%) adolescents. After adjusting for gender and sexual activity status, adolescents who believed that the typical popular peer sent a sext were over ten times more likely to have also sexted in the past year. Among adolescents who believed their popular peers had not sexted, girls were more likely than boys to have sexted themselves; however, this gender difference disappeared among adolescents who believed their popular peers had sexted.

CONCLUSIONS

These results underscore the importance of peer status and perceptions of peer norms in adolescents' sexting.

Deviant Peer Behavior and Adolescent Delinquency: Protective Effects of Inhibitory Control, Planning, or Decision Making?

We examined relations between adolescent perceptions of deviant peer behavior and delinquency as moderated by inhibitory control, planning, and decision making in the National Institute of Child Health and Human Development (NICHD) Study of Early Child Care and Youth Development at age 15 (N = 991). Adolescents reported perceptions of deviant peer behavior. Inhibitory control, planning, and decision making were assessed behaviorally. Delinquency was evaluated with a latent variable comprised of parent-guardian perceptions of adolescent delinquency and adolescent self-reports. Only inhibitory control moderated the relationship between deviant peer behavior and delinquency, showing that better inhibition protected against delinquency in contexts of high levels of adolescent perceptions of deviant peer behavior. Findings are discussed in the context of theories of adolescent delinquency and risk taking.

Conversations about binge drinking among vocational community college students: the relation with drinking attitudes and intentions and the moderating role of conversation partner popularity

Objective: The association between conversational valence (i.e. how positive/negative people perceive their conversations to be) and binge-drinking attitudes and intentions has been well established. However, too few studies have recognised a potential reciprocal association as well as the potential role of the conversation partner. In order to address these gaps, this study explored whether conversational valence and binge-drinking attitudes and intentions were reciprocally associated and whether this association was moderated by conversation partner popularity. Design: Vocational community college students (N = 112, M_age = 18.09) participated in a two-wave study (one month between the waves). Methods. Binge-drinking attitudes and intentions, and popularity were measured at baseline. At the second wave, conversational valence, and binge-drinking attitudes and intentions were assessed. Results: In revealing that only conversational valence was indicative of binge-drinking attitudes and intentions, it was shown that conversational valence and binge-drinking attitudes and intentions were not reciprocally associated. Furthermore, it was shown that conversation-partner popularity moderated the association between conversational valence and binge-drinking attitudes. Conclusion: Conversational valence was shown to be indicative of binge-drinking attitudes and intentions, and not vice versa. Furthermore, after talking to a popular conversation partner, adolescents' attitudes towards binge drinking became more positive.