Adolescents, Volume 6, Issue 3 (June 2026) – 12 articles

Relationships are a fundamental foundation of human development, shaping developmental trajectories, well-being, and health, yet their psychological assessment remains challenging. Youths’ perceived closeness to others has been linked to a range of prosocial outcomes but has been less extensively examined in research studying problematic developmental outcomes, such as conduct problems. Further, most studies have focused on a single relationship, which ignores the potential importance of determining the extent to which youth’s perceptions of closeness extend beyond immediate social groups. The present study addressed these gaps by examining the factor structure and construct validity of an expanded measure of perceived closeness that includes a broader range of relationships, labeled the Perceived Closeness to Others Questionnaire (PCtO). A sample of 426 middle school students (216 girls; M age = 12.90 (0.91) years) was recruited and completed a visual measure of perceived closeness that utilizes visual images of pairs of circles (i.e., one indicating “the Self” and one indicating “the Other”) at different distances (i.e., from very far away to almost completely overlapping) to indicate how close they feel to others. Participants also completed self-report measures assessing a range of prosocial and problematic outcomes. An exploratory factor analysis (EFA) suggested that, despite assessing a wide range of relationships, the measure seemed to be capturing a unidimensional construct. Further, scores from the measure showed adequate reliability and were positively correlated with all the measures of prosocial outcomes and with all but one measure of problematic outcomes (i.e., conduct problems). Overall, the findings provide initial support for a measure of psychological closeness suitable for use in research with youth. This tool may help advance theories of prosocial and antisocial development and guide interventions aimed at enhancing youths’ relationships with others. Full article

Structural constraints arising from the family environment have been highlighted as a key predictor of deviant lifestyles that expose youths to criminogenic circumstances. Intervening processes are not well-understood. This study examined (a) whether family deviance is associated with students’ deviant lifestyles, (b) whether this association is mediated by low parental nurturance, and (c) whether this indirect effect is moderated by low parental education. Cross-sectional data from 233 African American, Hispanic, White, Asian American, and multiracial 11th grade students were used. The student deviant lifestyles construct was assessed using three composite indicators (student delinquent behavior, perceived peer deviance, student substance use). Using structural equation modeling, a latent moderated indirect effects model showed excellent fit (e.g., CFI = 0.986, RMSEA = 0.047, SRMR = 0.027). Parental nurturance significantly mediated the relation of family deviance with student deviant lifestyles, but only for students whose parents have low levels of education. Our results support the utility of an integrative criminogenic framework that includes structural constraints arising from the family environment and showed that high parental education can serve as a buffer against the adverse indirect effects of family deviance on adolescents’ deviant lifestyles via low parental nurturance. Full article

Mental health disorders among adolescents have risen significantly in recent years, particularly following the COVID-19 pandemic, highlighting the need for effective preventive and supportive interventions. Nurses play a key role in the promotion, early detection, and management of mental health issues in adolescents, both in school and community settings. This study aimed to synthesize quantitative and qualitative evidence on the role, effectiveness, and implementation of nursing interventions for adolescent mental health. A systematic mixed-methods review was conducted in accordance with the PRISMA 2020 guidelines. It was registered in PROSPERO (CRD42024502076). Databases including PubMed, Scopus, SciELO, Dialnet, BVS, and Cuiden were searched for studies published between 2014 and 2024. Twelve studies met the inclusion criteria, comprising randomized and non-randomized quantitative studies, qualitative studies, and previous reviews. The interventions identified included cognitive-behavioral therapy programs, resilience and life skills training, physical activity initiatives, digital interventions, and mental health literacy strategies. Overall, the findings suggest improvements in symptoms of anxiety and depression, coping skills, resilience, and knowledge about mental health, particularly in structured school-based programs. Qualitative evidence highlighted the importance of accessibility, multidisciplinary collaboration, cultural sensitivity, and sustained commitment for successful implementation. However, considerable heterogeneity was observed in study designs, interventions, and outcome measures. In conclusion, nursing interventions can make a positive contribution to adolescents’ mental health, particularly in school and community settings. However, further rigorous, long-term studies are needed to strengthen the evidence base. Full article

Child and adolescent mental health (CAMH) is a global concern that is increasingly recognized and prioritized. Worldwide, mental health conditions affect a significant number of children and adolescents; however, access to CAMH services remains limited. This study sought to explore the implementation of child and adolescent mental health services in the rural Chris Hani District of the Eastern Cape province, South Africa, from the perspectives of health professionals and teachers, focusing on strengths, weaknesses, opportunities, and threats. Using a qualitative approach, a sample of 36 participants (12 health professionals and 24 teachers) was purposively recruited. Data were collected through face-to-face, semi-structured individual interviews and focus group discussions. Thematic analysis identified several strengths, including effective screening and identification of CAMH problems, training in psychiatry and psychology, teacher support, collaboration with stakeholders, and the availability of policy and guidelines. Key weaknesses included inadequate CAMH training, a limited CAMH workforce, personal barriers, guidelines primarily oriented toward physical health, and insufficient basic infrastructure. Opportunities for improvement include enhancing the skills of the existing workforce, increasing engagement in extramural activities, and empowering parents with knowledge of available CAMH services. Identified threats included the normalization of CAMH symptoms, challenges involving parents and feeder schools, stigma, poor stakeholder collaboration, and inadequate guidelines. Overall, the analysis of strengths, weaknesses, opportunities, and threats reflects the broader challenges present in low-resource settings that hinder the implementation of CAMH services. It also highlights the need for integrative approaches to implementing CAMH services in rural contexts, while identifying opportunities to improve service delivery. Full article

This pilot clinical trial evaluated the feasibility and changes following the BeBuddies, which is a school-based program designed to promote mental health Literacy (MHL) among adolescents, based on MHL being a key protective factor for well-being in adolescence. Twenty-eight adolescents (57% girls; Mage = 16.46) were randomly assigned to either an intervention (n = 14) or a control group (n = 14). Participants were asked both qualitatively and quantitatively about their perception of acceptability, usability and satisfaction regarding each intervention session; they were also asked to fill in self-report questionnaires at pre-intervention, post-intervention, and follow-up. Program satisfaction and acceptability were consistently high, highlighting its potential to bind participants due to its experiential and dynamic nature. About changes over time, preliminary findings suggest that the BeBuddies yielded improvements primarily in symptom recognition and problem-solving, with more favorable change patterns in the intervention group. A slight reduction in stigma was also observed in the intervention group, in contrast with a small increase in the control group. These results are consistent with the existing literature and point to the feasibility and potential benefits of structured, school-based interventions focused on promoting MHL programs in adolescence. Full article

The present study investigated the relationship between resilience, self-esteem, and academic performance in primary school students. The sample comprised 124 pupils (59 males and 65 females) enrolled in the 5th and 6th grades. Psychometric assessment was conducted using the Resilience Scale and the Rosenberg Self-Esteem Scale, while academic achievement was evaluated based on students’ grades in Language, Mathematics, Science, English, and Physical Education. Data analysis was performed using ANOVAs and Pearson correlation coefficients. The results indicated that higher academic performance was positively correlated with both increased resilience and self-esteem. Furthermore, a strong positive correlation was observed between self-esteem and resilience. Regarding gender, no significant differences were found in resilience or self-esteem levels. However, academic performance variations were identified exclusively in English language proficiency; specifically, for male students, higher performance in English was significantly associated with greater resilience. In conclusion, these findings suggest that integrating self-esteem and resilience-building activities into the educational curriculum is essential. Such interventions may enhance students’ capacity to manage adversity and facilitate the attainment of their academic goals. Full article

Excessive internet use among adolescents is a growing public health concern, yet data from Cyprus are scarce. This cross-sectional study used parent reports for 248 adolescents (12–17 years; 54.4% boys) to describe problematic internet use and examine associations with emotional–behavioral difficulties and family functioning. Based on published Parent–Child Internet Addiction Test (PCIAT) cut-offs, used descriptively rather than as clinically validated Cypriot thresholds, 74.2% of adolescents in this parent-reported convenience sample fell within the broader problematic internet use range. This sample-specific proportion comprised 38.3% in the mild, 33.9% in the moderate, and 2.0% in the severe PCIAT category. Adolescents using the internet >3 h/day (n = 112) had significantly higher PCIAT scores than those using it <3 h/day (n = 136; U = 3100.00, Z = −4.72, p < 0.001). PCIAT scores correlated with conduct problems (r = 0.449), hyperactivity/inattention (r = 0.441), and total difficulties (r = 0.475), and inversely with prosocial behavior (r = −0.471; p < 0.001). Family functioning worsened across PCIAT severity categories (GF-12 means: 18.83 in the PCIAT 20–30 range vs. 29.00 in the severe range; H(3) = 28.30, p < 0.001). In multivariable regression, daily use (B = 8.02), poorer family functioning (B = 0.42), conduct problems (B = 5.28), and hyperactivity/inattention (B = 6.81) independently predicted higher PCIAT scores (R² = 0.24), whereas emotional symptoms were not significant (p = 0.637). Findings from this convenience sample highlight the potential importance of prevention efforts targeting screen-time regulation and family relationships; longitudinal, representative, multi-informant studies are warranted. Full article

Psychological readiness for career choice represents a critical developmental task during adolescence, shaping subsequent educational paths and vocational self-determination. This study investigates the formation of such readiness among grade nine students in a public secondary school in Almaty, Kazakhstan, using an integrated psychological assessment approach. Grounded in Holland’s RIASEC theory and temperament-based perspectives, the study examines how vocational interests, temperament characteristics, and educational decision status interact in early career planning. Data were collected from 185 students during structured school-based diagnostic sessions employing a RIASEC vocational interest inventory, a temperament assessment, and a brief educational decision questionnaire. The findings reveal a differentiated structure of vocational interests, with social and investigative orientations most prevalent. While a majority of students reported preliminary career or educational choices, a substantial proportion remained undecided, indicating heterogeneous levels of psychological readiness. Temperament distributions suggest that emotional regulation plays an important role in translating vocational interests into concrete decisions. Overall, the results support conceptualizing psychological readiness as a multidimensional construct encompassing interest clarity, personality-related regulation, and decision commitment. The study highlights the importance of sustained, psychologically informed career guidance during key educational transitions and offers practical implications for school-based career counseling. Full article

In this quantitative study, we investigated the conditional mediating role of students’ mathematical language self-efficacy in the relationship between self-regulation and mathematics anxiety. The study employed a relational research design and included survey data from 706 middle school students attending public schools in Turkey. Findings indicated that both self-regulation and perceived self-efficacy in mathematical language use were significantly associated with mathematics anxiety. Moreover, the effect of self-regulation on mathematics anxiety was significantly mediated by students’ perceptions of their ability to understand and use mathematical language self-efficacy. The indirect effect was negative while the direct effect was positive, indicating a suppression (competitive mediation) effect, whereby self-regulation exerts both anxiety-reducing and potentially anxiety-inducing influences through different pathways. Conditional mediation analysis further revealed that this mediating effect varied as a function of students’ perceived academic support, with the indirect effect being non-significant for students who did not receive support. Measurement invariance across gender and grade level was examined to ensure that the constructs were measured equivalently across groups. These findings highlight the importance of fostering both self-regulation skills and mathematical language proficiency, particularly in contexts where students may lack sufficient support. These findings provide a theoretically grounded and practically relevant framework for understanding mathematics anxiety within inclusive mathematics education contexts. Full article

Internet Gaming Disorder (IGD) has emerged as an increasingly prevalent behavioral health concern among late adolescent university students, a vulnerable population with emotional distress due to the developmental changes and academic pressures. This research explored the direct correlations between IGD and Mental Health Disorder (MHD), such as depression, anxiety, and stress in Saudi Arabia (SA) with study discipline as a moderator. A total of 480 students participated in the developed self-structured questionnaire, and Partial Least Squares Structural Equation Modeling (PLS-SEM) was employed to analyze the obtained data. The results showed that IGD can exert a positive and significant association with all three aspects of MHD. Moreover, the PLS-SEM slope analysis indicated that study discipline can significantly moderate the link from IGD to both anxiety and depression, with university students in health, science, and engineering fields displaying higher symptoms of depression and anxiety as compared to their peers in humanities and social sciences. However, study discipline failed to moderate the link from IGD to stress. These findings can be interpreted through maladaptive coping mechanisms and behavioral addiction, whereby extreme IG can contribute to social withdrawal, reduce sleep quality, and worsen stress regulation, specifically during the late adolescence period. The results extend current research on IGD by emphasizing the disciplinary differences in mental health vulnerability and offering more empirical evidence from a Middle Eastern context. The study highlighted the urgent need for discipline-oriented mental health screening and targeted proactive interventions to deal with unsettled IG attitude within a higher education context. Full article

Bullying and victimization are prevalent in school and sport settings, yet they are rarely examined concurrently. This study explored the relationships between school and sport bullying among youth athletes, assessing whether demographic and sport-related factors are associated with these behaviors across contexts. Participants included 189 youth athletes (aged 8–15 years) from Central Macedonia, Northern Greece. They completed a demographic survey and the Bullying and Victimization Questionnaire twice, assessing both school and sport environments. A multivariate analysis of variance (MANOVA) evaluated the effects of gender, educational level, sport type, and contact classification, followed by regression analyses. Results showed that educational level yielded a significant multivariate effect, with secondary school students reporting higher involvement in school bullying, sport bullying, and sport victimization. Crucially, regression analyses revealed that school-context bullying and victimization were the strongest factors associated with corresponding behaviors in sports. Additionally, team sport participation was associated with sport victimization, while demographic factors were related to school bullying perpetration. These findings demonstrate the interconnected nature of bullying between school and sport environments, emphasizing the critical need for coordinated, multi-contextual prevention strategies among educators and coaches. Full article

Background: Foster adolescents face elevated socioemotional risk, yet the joint and differential contributions of family adversity, attachment insecurity, and relational trauma to distinct adjustment domains remain poorly understood. The present study aimed to examine their joint, incremental, and differential contribution to emotional regulation difficulties and social competence. Methods: Forty-six adolescents (12–17 years; 63% female) in residential care in Uruguay completed self-report measures of family problems, attachment dimensions (anxiety, avoidance, socioemotional functioning), and relational trauma (SENA, CAA-R, CaMir-R). Hierarchical multiple regression examined their sequential prediction of emotional regulation difficulties and social competence. Results: Emotional regulation difficulties were explained by family problems, avoidant attachment, and relational trauma, whereas social competence was explained by anxious attachment and socioemotional attachment functioning. Final models explained 49% and 47% of variance, respectively. Discussion: This differential predictive pattern aligns with theoretical distinctions between deactivating and hyperactivating attachment strategies. Relational trauma’s specific contribution to regulatory, but not social, functioning supports neurobiologically grounded models of complex trauma. Conclusions: Findings suggest that emotional regulation difficulties were more closely associated with family problems, avoidant attachment, and relational trauma, whereas social competence was more strongly linked to anxious attachment and socioemotional attachment functioning. These results support differentiated, attachment-informed, and trauma-sensitive approaches in residential care settings. Full article