Friendship, Negative Peer Experiences, and Daily Positive and Negative Mood

Feeling better now? Being defended diminishes daily mood problems and self-blame in victims of bullying

BACKGROUND

School bullying is a group phenomenon in which being defended by peer bystanders may buffer against the development of psychological problems in victims.

AIMS

This registered report examines whether being defended diminished victims' daily mood problems and self-blame, both from a within- and between-person perspective.

MATERIALS AND METHODS

Daily diary data were collected from n = 1669 Finnish 7th-9th grade students (M age = 14.45; 55.5% girl) across 3 weeks. In n = 1329 out of 12,366 assessments (10.7%), students indicated that schoolmates victimized them on the day of bullying.

RESULTS

Multi-level regression analyses indicated that students reported lower depressed mood, greater positive mood and lower self-blame on days that they were victimized and defended as compared to days when they were victimized but non-defended. Effect sizes were medium for depressed mood and small for positive mood and self-blame. Repeated victims (n = 144) were less likely to blame themselves for victimization on days they were defended, which, in turn, diminished feelings of humiliation (mediation).

DISCUSSION

Our findings indicate that being defended benefits victims of bullying by mitigating mood problems, both directly and indirectly via diminished self-blame.

CONCLUSION

Anti-bullying programmes that encourage peer defending have the potential to improve victims' psychological adjustment, even on a daily basis.

Associations between social support and proactive health behaviours among Chinese adolescents: the mediating role of self-efficacy and peer relationships

BACKGROUND

Proactive health behaviours are crucial for enhancing adolescent health. However, there is limited evidence on the potential pathways through which social support influences adolescents' proactive health behaviours. This cross-sectional study aimed to examine the relationships between social support, self-efficacy, peer relationships and proactive health behaviours in Chinese adolescents.

METHODS

From October to December 2023, we recruited 6075 adolescents from Shandong Province, China. They completed self-report questionnaires on social support, self-efficacy, peer relationships and proactive health behaviours.

RESULTS

Linear regression analysis indicated that social support was positively associated with proactive health behaviours among adolescents (β = 0.571, 95% CI = 0.542, 0.600). Further mediation analyses revealed that self-efficacy (β = 0.085, 95% CI = 0.069,0.101) and peer relationships (β = 0.156, 95% CI = 0.136,0.177) mediated this relationship.

CONCLUSIONS

Increased social support was associated with better proactive health behaviours in Chinese adolescents. Additionally, higher self-efficacy and positive peer relationships enhanced this association. Our findings emphasised the significance of providing supportive environments at home and at school to promote proactive health behaviours in adolescents.

Family intimacy and adolescent peer relationships: investigating the mediating role of psychological capital and the moderating role of self-identity

According to existing research, family intimacy affects the formation of peer relationships among adolescents; Parent-child relationships may influence children's relationships with peers, but the mechanism of its influence is still unclear due to the uncertainty of its effect. According to the ecological systems theory, this study examines how family intimacy affects adolescent peer relationships through psychological capital and how self-identity moderates this effect. These hypotheses were tested based on a survey of 414 adolescents, which showed that family intimacy positively affects adolescent peer relationships; The relationship between family intimacy and adolescent peer relationships is mediated by psychological capital; Self-identity positively moderates the direct effects of family intimacy and adolescent peer relationships; Self-identity not only positively moderates the direct effect of psychological capital and adolescent peer relationship, but also positively moderates the indirect effect of family intimacy on adolescent peer relationship through psychological capital. This study provides new perspectives on the relevant mechanism of family intimacy and adolescent peer relationships.

Changes in the comorbidity patterns of negative emotional symptoms and Internet addiction over time among the first-year senior high school students: A one-year longitudinal study

BACKGROUND

The comorbidity of psychiatric disorders and Internet addiction (IA) has been widely documented. However, changes and instability of the comorbidity between negative emotional symptoms and IA over time are not fully understood.

METHODS

A sample of 453 first-year senior high school students completed all measures three times across one-year period and were included in the current study. The sample consisted of 163 (36.0%) males and 290 (64.0%) females. At the baseline, the mean age of the participants was 15.07 ± 0.46 (range: 12-16) years old. Latent class analysis was used to identify the latent class pattern. Multinomial logistic regression analysis was utilized to examine the association between covariates and latent classes at baseline. Latent transition analysis was applied to explore the changes in latent classes of individuals over time.

RESULTS

Three subgroups of negative emotional symptoms, IA and their comorbidity were identified at all the three time points. Being Internet gamers, high average time of Internet use every day, peer exclusion, verbal and physical bullying experience, and poor self-rated health were found to be significant predictors of the high comorbidity symptom. Students were more likely to remain the same class rather than moving between the latent classes across time.

CONCLUSIONS

A better understanding of change characteristics in latent classes across time contributes to confirm an appropriate time for intervention targeted on students who converted from low symptom class to the high class.

Adolescents’ Characteristics and Peer Relationships in Class: A Population Study

Background: This study aimed to investigate differences in adolescents’ social relationships with classmates of diverse gender, socioeconomic status, immigrant background, and academic achievement. Methods: A population of 10th-grade students (N = 406,783; males = 50.3%; M_age = 15.57 years, SD_age = 0.75) completed the Classmates Social Isolation Questionnaire (CSIQ), an instrument specifically designed to measure two distinct but correlated types of peer relationships in class: peer acceptance and peer friendship. To obtain reliable comparisons across diverse adolescent characteristics, the measurement invariance of the CSIQ was established by means of CFAs and then latent mean differences tests were performed. Results: Immigrant background, academic achievement, and socioeconomic status all proved to be important factors influencing relationships with classmates, while being a male or a female was less relevant. Being a first-generation immigrant adolescent appears to be the foremost risk factor for being less accepted by classmates, while having a low academic achievement is the greatest hindrance for having friends in the group of classmates, a finding that diverges from previous studies. Conclusions: This population study suggests that adolescent characteristics (especially immigrant background, socioeconomic status, and academic achievement) seem to affect social relationships with classmates.

Social reactivation of fear engrams enhances memory recall

Social interactions can bolster and protect memory performance. However, the relationship between social stimuli and individually learned memories remains enigmatic. Our work reveals that exposure to a stressed, naïve nonfamiliar conspecific or to the ambient olfactory–auditory cues of a recently stressed familiar conspecific induces reactivation of the cellular ensembles associated with a fear memory in the hippocampus. Artificially stimulating the hippocampal ensemble active during the social experience induces fearful behaviors in animals that have previously acquired a negative memory, revealing the interaction between individual history and social experience. The neural resurgence of fear-driving ensembles during social experiences leads to a context-specific enhancement of fear recall. Our findings provide evidence that unlike direct stressors, social stimuli reactivate and amplify an individual’s memories.

For group-living animals, the social environment provides salient experience that can weaken or strengthen aspects of cognition such as memory recall. Although the cellular substrates of individually acquired fear memories in the dentate gyrus (DG) and basolateral amygdala (BLA) have been well-studied and recent work has revealed circuit mechanisms underlying the encoding of social experience, the processes by which social experience interacts with an individual’s memories to alter recall remain unknown. Here we show that stressful social experiences enhance the recall of previously acquired fear memories in male but not female mice, and that social buffering of conspecifics’ distress blocks this enhancement. Activity-dependent tagging of cells in the DG during fear learning revealed that these ensembles were endogenously reactivated during the social experiences in males, even after extinction. These reactivated cells were shown to be functional components of engrams, as optogenetic stimulation of the cells active during the social experience in previously fear-conditioned and not naïve animals was sufficient to drive fear-related behaviors. Taken together, our findings suggest that social experiences can reactivate preexisting engrams to thereby strengthen discrete memories.

The Affective Lives of Doubled-Up Latinx Youth: Influences of School Experiences, Familism, and Ethnic Identity Exploration

Doubled-up Latinx youth experience many daily challenges associated with ethnic minority status and residential instability. Doubled-up youth share housing with non-custodial caregivers such as friends and/or extended family members primarily because of economic hardship and a breakdown in available parental support. Using data from baseline and 10 days of twice-a-day surveys, this study examined how in-school positive experiences, familism (i.e., a perspective that gives precedence to the family), and ethnic identity (i.e. affirmation, exploration, and resolution) influence after school positive (e.g. feeling joyful/happy) and negative (e.g., feeling stressed/anxious) affect among doubled up Latinx youth (70% female; M age = 16.5). Results indicate that in-school positive experiences were associated with more after school positive affect and less after school negative affect. Additionally, youth with higher levels of familism reported experiencing less after school negative affect. However, gender moderated the relation of ethnic identity exploration and experiences of after school positive affect. Specifically, females with higher levels of ethnic identity exploration reported relatively lower levels of after school positive affect compared to males. Overall, study findings highlight the importance of both person-level and varying contextual influences on the affective lives of doubled-up Latinx youth.

Proximal Associations among Bullying, Mood, and Substance Use: A Daily Report Study

Adolescent involvement in bullying as a victim or perpetrator has been associated with negative health outcomes, including emotional distress and substance use. Whether negative affect and substance use are acute responses to bullying involvement or whether they develop over time is unknown. Such knowledge is needed to understand the conditions under which bullying contributes to adverse outcomes, as well as to inform the development of appropriate interventions. This study examined the daily-level associations among bullying, negative affect, and substance use (i.e., alcohol, cigarettes, electronic-cigarettes, marijuana) among a community sample of adolescents (N = 204) ages 13 - 16 years (55% female, 81% European American, 13% African-American) who had reported bully victimization or perpetration in the past six months. Participants completed a brief on-line survey every day for 56 consecutive days, reporting on their experiences with bully victimization, bully perpetration, mood, and substance use for that day. Consistent with hypotheses, being bullied on a given day was associated with reporting greater than average levels of sadness (b = 0.279, 95% CI = [0.172, 0.387]), anger (b = 0.354, 95% CI = [0.242, 0.466]), and cigarette use (OR = 1.453, 95% CI = [1.006, 2.099]) on that day; however, it was not associated with alcohol, electronic-cigarette, or marijuana use. Perpetration was not associated with same day negative affect or substance use. Results of the current study suggest that negative affect and cigarette use may be acute responses to bully victimization. Bully perpetration does not appear to be proximally linked to mood or substance use after accounting for victimization.

Physical Symptoms, Depression, and Related Factors of Late School-age Children in Seoul, Korea: The Mediating Role of Peer Relationships

PURPOSE

Recent studies have highlighted the importance of peer relationships on the physical and mental health of late school-age children. However, little is known about the causal relationships whereby peer relationships affect health problems. This study aimed to examine the specific associations between physical symptoms and depression and their influential factors, including the quality of peer relationships. Additionally, the causal relationships were examined, focusing on the mediating role of the quality of peer relationships.

DESIGN AND METHODS

A cross-sectional study design was employed with 302 elementary students in grades four and five. Perceived socioeconomic status, the quality of peer relationships, family functioning, physical symptoms, and depression symptoms were measured with self-report questionnaires. Data were analyzed with descriptive statistics, t-tests, ANOVA, Pearson's correlations, and multiple regression.

RESULTS

The number of reported physical symptoms had a significant negative correlation with peer relationships (r = -0.517, p < 0.001) and family functioning (r = -0.279, p < 0.001). Depression was significantly negatively correlated with the quality of peer relationships (r = -0.775, p < 0.001) and family functioning (r = -0.428, p < 0.001). Peer relationships mediated the link between family functioning and physical symptoms. Peer relationships also mediated the relationship between family functioning and depression.

CONCLUSIONS

Peer relationships significantly influenced the physical and mental health of late school-age children in Korea.

PRACTICE IMPLICATIONS

Nursing intervention programs for improving peer relationships among children may be necessary to achieve their optimal health status.

Pathways to Reciprocated Friendships: A Cross-Lagged Panel Study on Young Adolescents' Anger Regulation towards Friends

Adolescents' close friendships are an important and unique learning context in which adolescents can practice and hone their emotion regulation skills within an egalitarian, supportive relationship structure that provides important feedback on the effectiveness of the regulation strategies. This longitudinal study examined whether adolescents' involvement in supportive reciprocal friendships influenced the way in which they regulated angry feelings arising in these friendships. A sample of 299 German adolescents began a 30-month, 3-wave longitudinal study in grade 7 (151 boys, M age = 12.6 years; 100% White). They completed a social network inventory (LueNIC), a peer-nomination measure, and the questionnaire on Strategies of Anger Regulation for Adolescents (SAR-A) in every wave. Cross-lagged-panel modeling indicated a pattern of socialization effects even when controlling for previous friendship involvement, previous anger regulation, peer acceptance, gender, classroom membership, and possible friendship selection influences. Adolescents with more reciprocal friends at Time 1 (T1) reported using aggressive strategies of anger regulation (i.e., verbal and relational aggression, fantasies of revenge) and ignoring the friend less often at Time 2 (T2). Similar results were obtained between T2 and Time 3 (T3). There was a marginally significant effect for one of three non-aggressive strategies such that a higher involvement in friendships at T2 explained more reappraisal of the anger-eliciting event at T3 but significant effects did not emerge for the strategies of redirection of attention and explanation and reconciliation. The results are discussed within a socialization of emotion framework with implications for social skills training modules.

Observed Emotions as Predictors of Quality of Kindergartners' Social Relationships

This study evaluated whether positive and anger emotional frequency (the proportion of instances an emotion was observed) and intensity (the strength of an emotion when it was observed) uniquely predicted social relationships among kindergarteners (N = 301). Emotions were observed as naturally occurring at school in the fall term and multiple reporters (peers and teachers) provided information on quality of relationships with children in the spring term. In structural equation models, positive emotion frequency, but not positive emotion intensity, was positively related to peer acceptance and negatively related to peer rejection. In contrast, the frequency of anger provided unique positive prediction of teacher-student conflict and negative prediction of peer acceptance. Furthermore, anger intensity negatively predicted teacher-student closeness and positively predicted teacher-student conflict. Implications for promoting social relationships in school are discussed.