Search Results (90)

Background: While some evidence supports the benefits of food-related tasks, research examining their association with psychosocial health in adolescents remains scarce. The aim of this study was to examine the association between Spanish adolescents’ involvement in food-related household tasks and their psychosocial health. Methods: This cross-sectional study used secondary data from the original Eating Healthy and Daily Life Activities (EHDLA) study. The final sample comprised 273 boys (43.0%) and 361 girls (57.0%). Adolescents self-reported their weekly frequency of involvement in two food-related tasks: meal preparation and grocery shopping, with responses ranging from ‘never’ to ‘seven times’. Psychosocial health was assessed using the 25-item self-report version of the Strengths and Difficulties Questionnaire (SDQ), comprising five subscales: emotional problems, conduct problems, hyperactivity, peer problems, and prosocial behavior. A total difficulties score was calculated by summing the first four subscales. Generalized linear models were used to evaluate associations between the frequency of food task involvement (categorized into five levels) and SDQ outcomes. All models were adjusted for age, sex, socioeconomic status, body mass index, sleep duration, physical activity, sedentary behavior, and energy intake. Results: Concerning to the frequency of helping to prepare food for dinner, an inverse association was observed between food preparation involvement and several psychosocial problems. Adolescents who helped seven times per week reported significantly lower scores in conduct problems (B = −2.00; 95% CI −3.30 to −0.69; p = 0.003), peer problems (B = −2.83; 95% CI −4.29 to −1.38; p < 0.001), internalizing problems (B = −3.90; 95% CI −7.03 to −0.77; p = 0.015), and total psychosocial difficulties (B = −5.74; 95% CI −10.68 to −0.80; p = 0.023), compared to those who never helped. Conversely, those who helped seven times per week had higher prosocial behavior than their counterparts who never helped (B = 1.69; 95% CI: 0.14 to 3.24; p = 0.033). Regarding the frequency of helping to shop for food, similar patterns were found, with lower conduct problems (B = −2.11; 95% CI −3.42 to −0.81; p = 0.002), peer problems (B = −2.88; 95% CI −4.34 to −1.42; p < 0.001), internalizing problems (B = −4.16; 95% CI −7.28 to −1.04; p = 0.009), and total psychosocial difficulties (B = −6.31; 95% CI −11.24 to −1.39; p = 0.012) associated with more frequent involvement, especially among those who helped five or more times per week. Conversely, adolescents who helped seven times per week had higher prosocial behavior than their peers who never helped (B = 1.56; 95% CI: 0.01 to 3.11; p = 0.049). Conclusions: Although adolescent psychosocial health is influenced by multiple factors, our findings suggest that regular involvement in food-related household tasks may serve as a protective factor against conduct problems, peer problems, internalizing problems, and total difficulties, while also enhancing prosocial behavior. However, given the cross-sectional design, conclusions regarding causality should be made cautiously, and further longitudinal research is needed to confirm these associations and assess their long-term impact. These results highlight the relevance of daily structured routines, such as meal preparation and grocery shopping, as potential support for mental well-being during adolescence. Full article

In the digital age, adolescents spend considerable time online, heightening their exposure to both cyberbullying and traditional bullying. However, few studies have investigated both forms of victimization simultaneously, particularly regarding their impact on adolescents in Middle Eastern countries such as Oman. This study used latent profile analysis to identify victimization profiles based on indicators of verbal, social, physical, and cyberbullying victimization. The participants included 1204 Omani students (604 girls, 50.2%; M = 14.04, SD = 0.20, aged 14–15). Three victimization profiles emerged: (1) non-victims (n = 989, 82.1%), (2) traditional victims (n = 156, 13.0%), and (3) dual victims (n = 59, 4.9%). The BCH approach revealed that adolescents in the non-victims profile, with the lowest levels of both traditional and cyberbullying victimization, reported the lowest levels of internalizing (M = 10.14, SD = 0.11) and externalizing symptoms (M = 10.36, SD = 0.10) and the highest academic performance (M = 4.59, SD = 0.02), whereas their prosocial behaviors were relatively low (M = 4.71, SD = 0.08). Adolescents in the traditional victims’ profile had moderate levels on nearly all outcomes. Adolescents in the dual victims’ profile, who experienced both traditional and cyberbullying, reported the highest levels of behavioral symptoms (M_{internalizing} = 11.94, SD_{internalizing} = 0.34; M_{externalizing} = 12.81, SD_{externalizing} = 0.38) and prosocial behaviors (M = 5.63, SD = 0.36), along with the lowest academic performance (M = 4.37, SD = 0.11). These findings underscore the need for culturally sensitive, multi-level interventions to protect Omani adolescents from both traditional and cyberbullying and to support their academic and psychosocial well-being. Full article

This study aimed to examine cyberbullying among youth regarding prosocial behavior, aggression, passive aggression, assertiveness, and passive assertiveness. The study included 183 adolescents (51.4% girls, 39.9% boys, and 8.7% defined as another gender) aged 15 to 18. Aggressive, passive-aggressive, assertive, passive-assertive, prosocial, and cyberbullying behaviors were assessed using self-report questionnaires. The results revealed significant differences in how various responses to conflictual social situations relate to experiences of cyberbullying. Aggressive and passive-assertive behaviors were the strongest predictors of cyberbullying victimization. Furthermore, both behaviors significantly mediated the relationship between prosocial behavior and experiences of cyberbullying. These findings provide insight into practical strategies for dealing with cyberbullying and contribute to our existing understanding of the role of aggression and assertiveness in online harassment. Full article

Internet addiction has been associated with decreased prosocial behavior in adolescents, and minority studies have investigated the underlying mechanisms involved. This study aimed to examine the mediating effects of self-control and the moderating effects of peer rejection. A longitudinal study with two waves (6 months apart) was used to measure internet addiction (T1), peer rejection (T1), self-control (T1/T2), and prosocial behavior (T1/T2) among 1048 secondary school students (M_age = 14.80 years old, SD = 1.61) in a southern Chinese metropolitan area. A longitudinal path analysis model was applied to analyze the data and derive insights about the relationships between these variables. The findings indicated that T1 internet addiction negatively influenced later prosocial behavior through reduced self-control, particularly among adolescents with lower levels of peer rejection. These findings clarify how internet addiction impairs prosocial development, and we propose a framework for intervention: mitigating peer rejection and harnessing self-control as a mediator to counteract the adverse effects of internet addiction. Full article

The present study examined the contribution of mother–child and father–child synchrony to early adolescents’ prosocial and aggressive behavior with peers and friendship quality. Data were collected as part of a cross-sectional study from 185 early adolescents (M age = 12.48, SD = 1.03) and their parents. Separate father–adolescent and mother–adolescent interaction sessions were used to assess three dimensions of synchrony: (a) dyadic synchrony, (b) shared positive affect, and (c) conversational equality. Parents rated adolescents’ prosocial and aggressive behavior toward peers. Adolescents reported the quality of their relationships with their best friends. Regression analyses revealed that both mother–adolescent and father–adolescent shared positive affect were associated with higher parent-rated prosocial behavior, lower parent-rated peer aggression, and higher adolescent self-reported friendship intimacy. Likewise, mother–adolescent and father–adolescent conversational equality were each associated with higher parent-rated prosocial behavior. Only father–adolescent conversational equality was associated with adolescent-reported friendship intimacy. No measure of parent–adolescent dyadic synchrony was associated with adolescent-reported friendship conflict. Full article

Social identity in adolescence refers to the way young people define themselves in relation to the social groups they belong to, such as their peers, family, cultural or ethnic communities, gender, and sometimes subcultures. All of these areas of a person’s identity are also influenced by the different contexts and the social discourses and expectations that are experienced. Social and emotional skills, competencies, or capacities are internal assets that can be learned and are linked to prosocial behavior and positive social identities. Developing strong social and emotional capabilities is particularly pertinent for young adolescents due to the convergence of developmental effects as they begin to form their sense of personal identity and shift to having a greater sense of independence. This paper presents the findings from a systematic literature review using PRISMA reporting guidelines of studies conducted between 2014 and 2024 that examined the links between social and emotional competencies and a young adolescent’s social identity formation. Four education-focused databases were searched for peer-reviewed articles published in English. Results were mapped against CASEL’s social and emotional skill sets. Very limited literature was found (n = 6) that explicitly addressed young adolescent identity formation and the need for social and emotional skills; however, key findings show that young adolescents utilize all five of CASEL’s social and emotional skill sets to support the development of their social identity. Bronfenbrenner’s bioecological theory is applied to the findings to consider the systemic influences. Questions for future research are also proposed. Full article

Background: Exposure to violent content through video games can shape perceptions of aggression as normative or acceptable, potentially desensitizing adolescents to violence and increasing the likelihood that they will engage in aggressive behavior in their real-world interactions. This narrative review examines the relationship between violent video games (VVGs) and youth aggression, addressing (i) VVG exposure through the lens of Social Learning Theory and the General Aggression Model; (ii) the biological determinants of aggressive behavior, including neurophysiological correlates and the potential modulatory role of the gut microbiome; (iii) and current evidence on the influence of VVG exposure on adolescent aggression. Results: VVG exposure may promote moral disengagement and reinforce aggressive behavior through rewarding violent actions, potentially leading to real-life aggression. Exposure to VVGs increases aggression by elevating cortisol levels, activating the sympathetic nervous system, stimulating the brain’s reward system, and disrupting neurotransmitter balance. Alterations in gut microbiome composition could occur as a result of engaging in VVGs, potentially mirroring the physiological responses observed in violent real-world activities. The relationship between VVGs and aggression among adolescents has been widely explored, with studies generally indicating that VVG exposure can lead to desensitization to violence, reduced empathy, and diminished prosocial behavior. VVGs have also been linked to both bullying perpetration and victimization dynamics among adolescents, contributing to mental health issues, which in turn exacerbate problematic gaming behaviors. Conclusions: While there is evidence suggesting that exposure to VVGs is associated with increased adolescent aggression, discrepancies in the literature highlight the need for further research aimed at improving our understanding of this phenomenon. The studies on this topic reveal significant limitations, including a predominance of cross-sectional designs, methodological shortcomings, small sample sizes, and challenges in generalizing results. Factors such as the developmental stages of the participants, the exclusion of females, and unmeasured variables during long follow-up periods further complicate interpretations. Moreover, parental responsibility and the effectiveness of age ratings require closer examination. Full article

Research on adolescents suggests that decision-making styles, emotional experiences, and life satisfaction play a crucial role in emotional and behavioral difficulties and the development of prosocial behaviors. This study analyzed the relationship between decision-making styles, prosociality, and difficulties among adolescent offenders, as well as the mediating role of life satisfaction and emotional experiences in this relationship. A total of 457 adolescents aged from 14 to 19 years (M = 16.23; S.D. = 1.31; 32.2% female) participated in this study. The variables of interest were assessed using self-reports and descriptive, reliability, correlational, predictive, and mediation analyses were performed. A significant association was found between the study variables. Non-rational decision-making styles and negative emotional experiences influenced difficulties, whereas rational decision-making, life satisfaction, and positive emotional experiences influenced prosocial behavior. Furthermore, the results show that the relationship between rational decision-making and prosocial behavior is mediated by life satisfaction, emotional balance, and positive emotional experiences. Similarly, negative emotional experiences mediated the relationship between a hypervigilance decision-making style and emotional and behavioral difficulties. The results of this study indicate the importance of intervening in decision-making styles, emotional management, and life satisfaction in offending adolescents to decrease behavioral and emotional difficulties and favor prosocial behavior. Full article

Empirical findings support the important role played by prosocial behavior and scholastic performance in significantly affecting adolescents’ long-term psychosocial adjustment. Furthermore, several studies showed the positive impact of academic self-efficacy in affecting adolescents’ social and academic functioning; however, no studies have investigated the effect of other important personality structures, such as students’ feedback sensitivity. The present study aims to investigate the effects of adolescents’ feedback sensitivity (reward sensitivity/punishment sensitivity) on their prosocial behavior and scholastic performance, also examining the potential indirect effect of academic self-efficacy on the association between reward/punishment sensitivity and prosocial behavior/scholastic performance. The participants were 132 adolescents from Rome (Italy). A structural equation model showed a positive and significant effect of academic self-efficacy on scholastic performance and prosocial behavior, a positive significant effect of punishment sensitivity on prosocial behavior, a positive significant effect of reward sensitivity on academic self-efficacy and a significant indirect effect of academic self-efficacy on the association between reward sensitivity and scholastic performance. The results of this study are useful in terms of practical implications to promote students’ adjustment. Full article

The aim of this study was to analyze the reciprocal effects between prosociality, peer support and psychological well-being using a four-wave longitudinal study and a within-person analytical approach (random intercept cross-lagged panel model, RI-CLPM). A sample of 587 adolescents (males = 308; M_age = 14.23, SD = 0.58) enrolled in the first year of high school (9th grade) were recruited and followed over four years from 2016 (Time 1 [T1]) to 2019 (Time 4 [T4]). Once a year, they filled in a questionnaire measuring prosociality, peer support, and psychological well-being. The results from the RI-CLPM revealed that, at the between-person level, prosociality, peer support and psychological well-being were all positively associated. Conversely, at the within-person level and at all survey points, only psychological well-being positively predicted prosociality one year later. Specifically, we found that adolescents with higher levels of psychological well-being were more likely to show a tendency for prosocial behaviors over time. Promoting interventions aimed at enhancing psychological well-being may make adolescents more likely to engage in positive behaviors, such as prosocial ones, in a variety of contexts, thereby creating favorable social environments. Full article

Participation in regular physical activity (PA) is associated with numerous health benefits, including improvement in adolescents’ mental health. The current study aimed to assess the effects of a 12-week physical activity intervention on psychological symptoms of adolescents. The sample of this controlled randomized study was composed by 150 adolescents aged 12 to 15 years old. PA intervention is an adaptation of the ActTeens Program, which includes structured PA sessions delivered during Physical Education classes. The Strengths and Difficulties Questionnaire (SDQ) was used to measure psychological symptoms. To analyze the effects of the intervention on psychological symptoms, generalized estimating equations (GEEs) models were constructed. After 12 weeks, there were no significant intervention effects for emotional problems (mean difference: −0.14; 95% IC: −1.1–0.82), conduct problems (mean difference: 0.14; 95% IC: −0.6–0.8), attention deficit/hyperactivity disorder (mean difference: −0.66; 95% IC: −1.4–0.1), peer problems (mean difference: 0.2; 95% IC: −0.6–1.0), prosocial behavior (mean difference: 0.00; 95% IC: −0.8; 0.8) and overall mental health score (mean difference: 0.15; 95% IC: −2.0; 2.3). No improvement in psychological symptoms was observed after 12 weeks of PA intervention. Future studies should explore how PA in different dimensions and contexts may impact positively on adolescents’ mental health. Full article

Background/Objectives: Mindfulness-based interventions (MBIs) have emerged in recent years as a strong candidate for the treatment of a range of difficulties faced by individuals with autism spectrum disorder (ASD), including cognitive, emotional, and social aspects. Therefore, we aimed to conduct a review that systematically examined the efficacy of MBIs for individuals with ASD and their caregivers. Methods: This systematic review was conducted according to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Our literature search was conducted within the MEDLINE database. We included in the review only longitudinal or intervention studies focusing mainly on mindfulness principles, while we excluded mixed intervention studies. We only included studies that explicitly utilized quantitative methodologies for evaluating the outcomes of the interventions, including mental health indices (e.g., stress, anxiety, depression) and assessments of cognitive and social skills (e.g., attention, prosociality). We conducted also a risk of bias assessment through the method of the Cochrane risk of bias tool for intervention studies ROBINS-I. Results: Thirty-seven studies were included in the review, and we grouped the studies by the targets of the interventions, i.e., adults (n = 12), children and adolescents (n = 9), caregivers and medical staff (n = 13), and combined intervention for both children/adolescents and their parents/caregivers (n = 5). The reviewed papers seem to support the feasibility and utility of mindfulness interventions for persons with ASD and their caregivers, but any recommendations based on this body of evidence should be made with caution due to the overall low quality of the studies conducted so far. Conclusions: The review reveals a positive outcome, including the alleviation of psychological distress, reduced behavioral problems, and enhanced cognitive and social skills in individuals with ASD. Despite such promising results, the review notes a limitation in the scarcity of MBIs for young patients, emphasizing caution in universally endorsing the existing literature. Moreover, the results underline the urgency of the exploration of tailored interventions for different ASD subgroups, considering varying levels of autism, and expanding support to teachers in educational settings. Full article

Based on data from the 2022 Chinese Minors’ Digital Life and Online Protection Survey, this study investigated the status quo of social media use and its influencing mechanism on academic performance among Chinese children and adolescents. The statistical results indicate that the average level of Chinese students’ social media use was generally low, with their academic performance varying across socio-demographic and schooling characteristics. After controlling for other variables, it was found that the frequency of social media use could exert a significant positive impact on students’ academic performance. Moreover, the mechanism analysis revealed that online learning behavior and prosocial behavior served as chain mediators linking social media use to academic performance. Specifically, students could transfer their social media behavioral patterns to the internet-based learning context, and then effectively utilize remote learning resources. Meanwhile, engagement with social media would cultivate individuals’ prosocial personality, thereby stimulating intrinsic motivation for learning and ultimately enhancing academic performance. The heterogeneity analysis further confirmed that the impact of social media use on students’ academic performance was stronger in lower-class families, underscoring the moderating role of family socioeconomic status in the relationship between social media use and academic performance. The findings suggest that if academic performance is regarded as an integral part of individual capacity development, then the rational utilization of social media resources might be a pivotal approach to alleviate the predicament of developmental inequality faced by students from low socioeconomic backgrounds. Full article

Traumatic experiences and maltreatment are highly prevalent among adolescents in foster or institutional care and have severe long-term effects on mental health. Childhood maltreatment increases the risk of revictimization. This study aimed to evaluate the efficacy of the internet-based prevention program EMPOWER YOUTH in reducing victimization experiences among youth with care experience. A total of 163 youth, that is, adolescents in foster or institutional care, adopted adolescents, or young care leavers aged 14 to 21 years (M_age = 17.68 years; SD = 2.11) were randomized to the six-module guided program or a wait-list control group. The primary endpoint was the decrease in victimization experiences at an 18-week follow-up. Secondary endpoints included risk perception, aggressive tendencies, empathy, prosocial behavior, depressiveness, post-traumatic stress symptoms, and loneliness. About half of the youth exhibited increased psychopathology. No significant interaction between time-point and group was found for victimization measures, though both groups saw a significant reduction over time (p = 0.012, η_p² = 0.06; p = 0.017, η_p² = 0.06). The intervention group showed a significant increase in perception of thrill-seeking and rebellious risks (p = 0.036, η_p² = 0.04; p = 0.026, η_p² = 0.05). While EMPOWER YOUTH effectively increased risk perception of thrill-seeking and rebellious behaviors, it should be considered an add-on to more intensive interventions for common mental health disorders in this vulnerable group, rather than a stand-alone online program. Full article

According to the literature, recent world events seem to play a significant influence in the acquisition and upgrowth of empathy and socio-emotional competencies (SEC), especially in adolescents. In this study we sought to assess the level of socio-emotional competencies and interpersonal reactivity of Portuguese adolescents in today’s context and analyze differences due to sex, relationship status, residence, and educational level on the dimensions of inter-personal reactivity and socio-emotional competencies. Participants were 230 adolescents of both sexes, living in Portugal, with ages between 16 and 18 years old, mostly female, with a secondary educational level, living in an urban area, and not in a relationship. An online questionnaire was applied using the Social and Emotional Competencies (SEC-Q) scale and the Interpersonal Reactivity Index (IRI). The results were that adolescents had an above-average global interpersonal reactivity, with empathic concern and perspective-taking presenting the higher values. Adolescents showed a medium-high average level of SEC, with the highest domains being self-awareness, social awareness, and pro-social behavior. Girls showed significantly more interpersonal reactivity in empathic concern, personal distress, and fantasy, and boys presented more self-awareness. As for the relationship status, adolescents not in a relationship manifested more personal distress, while those in a relationship presented higher values in all dimensions of SEC. Neither residence, nor educational level, presented significant main effects. These results can contribute to thinking about youth protection policies and designing more appropriate interventions to promote well-being in this crucial period of life, especially in times of change. Full article