The Journal of Early Adolescence publishes articles that increase our understanding of individuals, 10 through 14 years of age, in the life span. The journal is designed to present major theoretical papers, state-of-the-art papers, and current research, as well as reviews of important professional books and early adolescent films and literature. A complete Policy Statement and information about submissions are available from the Editor.

The Journal of Early Adolescence aims to publish articles that enhance our understanding of individuals aged 10 to 14 years in the life span. The journal features significant theoretical papers, cutting-edge research, and current studies, as well as reviews of important professional books and early adolescent films and literature. A complete policy statement and submission information are available from the editor.

《Journal of Early Adolescence》致力于发表关于10至14岁个体的研究文章，旨在增进我们对这一年龄段生命历程的理解。期刊内容包括重要的理论论文、前沿研究以及当前的研究成果，同时也会评审重要的专业书籍、早期青少年电影和文学作品。完整的政策声明和投稿信息可从编辑处获取。

Journal of Early Adolescence

With increasing attention to school violence and aggression, it is argued that more covert, natured, subtle conflicts among students should be carefully examined and addressed to prevent negative outcomes. This article provides an overview of current knowledge on relational aggression including its definition, its link to a number of adjustment difficulties, and contexts contributing to the maintenance of relational aggression. Based on the review of empirical findings, educational implications for teachers and school administrators are discussed with an emphasis on an urgent need to promote a greater understanding of relational aggression and develop effective, innovative approaches in schools. The discussion also includes specific recommendations for prevention and intervention of relational aggression in middle school.

Jina S. Yoon

Elizabeth Barton

Jennifer Taiariol

The Journal of Early Adolescence

Relational Aggression in Middle School

初中阶段的关系攻击

The present study examined whether emotional abuse and neglect differentially predicted decreases in emotional clarity, and whether emotional clarity, in turn, predicted increases in depressive symptoms. Participants included 204 early adolescents (52% African American; 54% female; M age = 12.85 years) who completed four assessments with measures of depressive symptoms, emotional clarity, and emotional abuse and neglect. Hierarchical linear regressions indicated that emotional neglect significantly predicted decreases in emotional clarity, whereas emotional abuse did not. Further, mediational analyses revealed that decreases in emotional clarity mediated the relationship between emotional neglect and increases in depressive symptoms. The current study suggests that emotional neglect (more so than emotional abuse) may hinder an individual’s ability to identify his or her own emotions, which may increase the risk of depressive symptoms during adolescence. These findings have significant implications for the development of intervention and prevention programs for depression.

Allison J. Jessar

Jessica L. Hamilton

Megan Flynn

Lyn Y. Abramson

Lauren B. Alloy

Emotional Clarity as a Mechanism Linking Emotional Neglect and Depressive Symptoms During Early Adolescence

情感清晰度作为连接情感忽视与青春期早期抑郁症状的机制

This study examined the proposal that difficulty understanding one’s emotional experiences (i.e., deficits in emotional clarity) would interfere with the formulation of adaptive responses to interpersonal stress, which would then predict depressive symptoms. This process was examined across 3 years (fourth to sixth grade) during early adolescence. Participants included 636 youth (338 girls, 298 boys; [Formula: see text] age in fourth grade = 9.95, SD = .37) who completed measures assessing emotional clarity, stress responses, and depressive symptoms. Consistent with the hypothesized model, path analyses revealed that maladaptive interpersonal stress responses partially mediated the prospective contribution of deficits in emotional clarity to depressive symptoms. These findings implicate impairment in emotional understanding as a precursor to emerging interpersonal and psychological difficulties during a developmental stage of heightened vulnerability to depression, the transition to adolescence.

Karen D. Rudolph

A Prospective Examination of Emotional Clarity, Stress Responses, and Depressive Symptoms During Early Adolescence

青少年早期情绪清晰度、应激反应与抑郁症状的前瞻性研究

Based on former research, it can be assumed that attachment relationships provide a context in which children develop both the effortful control (EC) capacity and the repertoire of responses to regulate distress. Both are important to understand children’s (mal)adjustment. While the latter assumption has been supported in several studies, less is known about links between attachment and EC. We administered questionnaires to measure anxious and avoidant attachment or trust in maternal support in two samples of early adolescents. EC was reported by the child in Sample 1 ( n = 244), and by mother in Sample 2 ( n = 177). In both samples, mothers reported children’s maladjustment. Consistent with predictions, insecure attachment was related to reduced EC. Moreover, EC indirectly linked insecure attachment to maladjustment. This study provides evidence that studying EC is important to understand the self-regulatory mechanisms explaining the link between attachment and (mal)adjustment in early adolescence.

Joke Heylen

Michael W. Vasey

Adinda Dujardin

Eva Vandevivere

Caroline Braet

Rudi De Raedt

Guy Bosmans

Attachment and Effortful Control

依恋与努力控制

Early adolescents'sense of classroom belonging and support-of being liked, respected, and valued by fellow students and by the teacher-was investigated among 353 sixth-, seventh-, and eighth-grade middle school students. Focusing on one academic class, students completed scales of classroom belonging and support, expectancies for success, and intrinsic interest and value; course grades and effort ratings were obtained from English teachers. Each of three belonging/support factors identified by principal components analysis contributed significantly to explaining variance in expectancies and value, with teacher support having the most consistently substantial influence across student subgroups. The strength of association between support and motivation dropped significantly from sixth to eighth grade. Teacher support was more closely related to motivation for girls than for boys. Expectancy was the primary predictor of class effort and grades. These findings underscore the importance of belonging and interpersonal support in fostering academic motivation and achievement.

Carol Goodenow

Classroom Belonging among Early Adolescent Students

早期青少年学生的课堂归属感

Studies have consistently shown emotion dysregulation to be a transdiagnostic risk factor for psychological and behavioral outcomes, yet less work has identified environmental predictors of such dysregulation. Taking a social ecological approach, we investigated if proximal processes associated with micro-contexts of family, school, and peers (e.g., family conflict), as well as macro-contexts (neighborhood and socioeconomic status) and their interactions predicted overall emotional dysregulation and use of emotion regulation (ER) strategies in early adolescence. Data from Wave 4 of the Adolescent Brain and Cognitive Development (ABCD) study were used ( N = 6251). Results showed support for hypotheses with multiple micro-contexts being associated with each ER outcome at varying strengths. Contrary to expectations, there was little evidence for macro-contexts and associated interactions as predictors of ER. Future directions are explored, with an emphasis on what factors may be more relevant to ER in early adolescence.

Brianna Crumly-Goodwin

Diana R. Samek

Contextualizing the Development of Emotion Regulation in Early Adolescence: Results From the ABCD Study

早期青春期情绪调节发展的背景化研究：来自ABCD研究的成果

Guided by self-determination theory and the bioecological model, this latent class analysis explores the patterns and predictors of supportive relationships in a national sample of early adolescents ( N = 6,469). A six-class solution emerged: youth with (1) emotional, informational, and academic support from various adults and peers across home, school, and community settings; (2) emotional and informational support from school friends; (3) low support; (4) emotional, informational, and academic support from parents and school friends; (5) emotional and informational support from out of school friends, and (6) emotional and informational support from family. Multinomial logistic regression results indicate the unequal distribution of relational support was predicted by individual, home, or school characteristics: being female, extracurricular participation, and higher socioeconomic home or school contexts were associated with membership in classes with a pattern of greater relational support in comparison to the low support class. The importance of targeting subgroups of adolescents in need of relational support and enhancing home and school settings are discussed.

Sophia H. J. Hwang

Elise Cappella

Michael J. Kieffer

Edward Seidman

Capturing the Prevalence, Patterns, and Predictors of Supportive Relationships in Early Adolescence

捕捉青春期早期支持性关系的普遍性、模式及预测因素

Early adolescents internalize perceptions of parenting practices to derive affiliative rewards. However, gendered socialization may alter both exposure to different parenting practices and the internalization process itself, leading to differences in experienced affiliative reward. To test this hypothesis, we collected self-reported data from 1132 early adolescents, who completed the Alabama Parenting Questionnaire and the Network of Relationships Inventory. Relative to girls, boys reported: (1) similar levels of positive parenting and involvement, (2) higher levels of poor monitoring, inconsistent discipline and corporal punishment, and (3) lower levels of affiliative reward derived from relationships with mothers, fathers and best friends. The pathways from parenting practices to affiliative reward were similarly strong across groups, except for corporal punishment, which impacted boys more strongly. The findings suggest that the internalization process is similar for boys and girls, but boys’ exposure to more negative parenting impacts their bonds by altering the inputs of this process.

Gabriela D. Roman

Anca Dobrean

Ionut S. Florean

Translating Parenting Into Affiliative Reward in Early Adolescence: Sex Differences

将育儿转化为青少年早期的亲和奖励：性别差异

According to the Learning Theory of Attachment, neuroendocrinological processes affect the association between parental support and change in attachment. The current study aimed to test this assumption for oxytocin (OT) given its role in social behavior. We conducted a three-wave longitudinal study in which 91 children (56% girls, M age = 9.55, SD age = 0.63) participated. Change in attachment was assessed from Wave 1 to Wave 3 and was indexed by measuring trust in maternal support and Secure Base Script (SBS) knowledge. Measures of salivary child OT and parental support (child and mother report) were obtained during respectively the first and last wave. Results indicated that child-reported parental support was positively related to change in trust and more so for children with high OT levels. No (moderation) effects were found for SBS knowledge. Overall, these findings illustrate the importance of considering biological factors along with experienced parenting to explain differences in attachment.

Samuel Budniok

Marian Bakermans-Kranenburg

The Moderating Role of Oxytocin in the Association Between Parental Support and Change in Secure Attachment Development

催产素在父母支持与安全依恋发展变化之间的调节作用

Adolescents face many difficulties when transitioning to high school, particularly when it comes to their social circles and maintaining friendships. As these challenges can have long-term consequences, providing support to youth during this period is essential. The YWCA Youth Education Programs (YEP) in Vancouver, BC offer group-based, after-school mentoring programs for 7 th grade students to help them navigate the transition to high school. Survey data from 668 students (233 treatment group and 435 control group) were used to examine the impacts of the YEP on friend support. Multilevel regression models show that the YEP is effective at improving perceptions of friend support in the long term. More research is needed to explore potential gender differences in the experience of supportive friendships after youth transition to high school, as well as the impact of group-based mentoring for youth transitioning to the high school environment.

Jessica Bouchard

Jennifer S. Wong

I Get by With a Little Help From My Friends: The Impact of a Gender-Tailored Group Mentoring Program on Peer Relationships

朋友的一点帮助让我渡过难关：性别定制小组导师计划对同伴关系的影响

Abbreviation	J. Early. Adolesc.
Journal Impact	1.97
Quartiles(Global)	PSYCHOLOGY, DEVELOPMENTAL(Q3)

ISSN	0272-4316, 1552-5449
h-index	81

Publication Information	Publisher: SAGE Publications Inc.，Publishing cycle: ，Journal Type: journal，Open Access Journals: No
Basic data	Year of publication: 1981，Proportion of original research papers: 100.00%，Self Citation Rate:5.00%， Gold OA Rate: 24.31%

Journal of Early Adolescence

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