Psychological and social risk factors in adolescent smoking transitions: A population-based longitudinal study.

Objective: This study longitudinally investigated psychological and social risk factors consistent with the Theory of Triadic Influence (TTI) as predictors of adolescent smoking transitions. Design: Among 4218 adolescents, five psychological risk factors (i.e., parent-noncompliance, friend-compliance, rebelliousness, low achievement motivation, and thrill seeking) were assessed in 9th grade (age 14), two social influence risk factors (i.e., parents’ and close friends’ smoking) were assessed in Grades 3 (age 8) and 9 (age 14), respectively. Main Outcome Measures: Adolescent smoking transitions occurring between the 9th and 12th (ages 14–17) grade interval. Results: The probabilities contributed by each of the five psychological risk factors to the overall probability of making a specific smoking transition were: 22% to 27% for the transition from never to trying smoking, 10% to 13% for the transition from trying to monthly smoking, and, for three of the five risk factors, 11% to 16% for the transition from monthly to daily smoking. For predicting trying smoking, the probability contributed by these psychological factors was greater than the probability contributed by each parent’s and close friend’s smoking. Parent-compliance had a higher contribution to the probability of trying smoking when an adolescent’s parent smoked (p     

Adolescent psychological and social predictors of young adult smoking acquisition and cessation: A 10-year longitudinal study.

Objective: A 10-year follow-up study to test the extent to which theory-based adolescent psychological and social factors directly predict and moderate the prediction of young adult smoking acquisition and cessation. Design: A prospective community-based sample. A total of 2,970 adolescents participated in the large Washington State Hutchinson Smoking Prevention Project (HSPP) longitudinal cohort. As predictors, psychological factors (i.e., parentnoncompliance, friendcompliance, rebelliousness, achievement motivation, and thrill seeking) and social environmental factors (i.e., parent's and friend's smoking) were measured when adolescents were 17–18 years old. Main Outcome Measures: As main outcome measures, smoking acquisition and cessation were assessed both at ages 18 and 28. Results: Psychological and social factors predicted 3% to 7% probability (p     

Predicting adolescent perceptions of the risks and benefits of cigarette smoking: A longitudinal investigation.

Objective: To evaluate developmental changes, personal smoking experiences, and vicarious smoking experiences as predictors of adolescents' perceptions of the risks and benefits of cigarette smoking over time, and to identify new and effective targets for youth smoking prevention programs. Design: There were 395 adolescents surveyed every 6 months for two school years, from the beginning of 9th grade to the end of 10th grade. Main Outcome Measures: Time, participant smoking, friend smoking, parental smoking, and sex were evaluated as predictors of smoking-related short-term risk perceptions, long-term risk perceptions, and benefits perceptions using multilevel modeling techniques. Results: Perceptions of benefits did not change over time. Perceptions of risk decreased with time, but not after sex and parental smoking were included in the model. Adolescents with personal smoking experience reported decreasing perceptions of risk and increasing perceptions of benefits over time. Adolescents with more than 6 friends who smoked also reported increasing perceptions of benefits over time. Conclusions: Changes in risk perceptions may not purely be the result of developmental processes, but may also be influenced by personal and vicarious experience with smoking. Findings highlight the importance of identifying and targeting modifiable factors that may influence perceptions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Similarity in cigarette smoking attracts: A prospective study of romantic partner selection by own smoking and smoker prototypes.

In the current research, we used a multiwave longitudinal design to examine how young adults’ own smoking and smoker prototypes are associated with selection of romantic partners over time. Results indicate that participants who smoke, versus participants who do not smoke, and participants who have a more positive prototype of the typical smoker are more likely to initiate a romantic relationship with someone who smokes and who has greater perceived approval for smoking. Among participants who smoke, higher levels of smoking are associated with initiating a relationship with a romantic partner who smokes more and approves of smoking more. The findings suggest some important aspects of romantic partner selection effects in terms of what is selected for, partner smoking and approval, and key young adult variables that contribute to selection, such as participant’s own smoking and smoker prototype. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Multiple trajectories of cigarette smoking and the intergenerational transmission of smoking: A multigenerational, longitudinal study of a midwestern community sample.

Objective: To investigate the relation between developmental phenotypes of parental smoking (trajectories of smoking from adolescence to adulthood) and the intergenerational transmission of smoking to their adolescent children. Design: A longitudinal, multigenerational study of a midwestern community sample followed individuals from adolescence into adulthood and was combined with Web-based assessment of participants' spouses and adolescent children. Mixture modeling identified multiple trajectories of smoking, and path analyses related these trajectories to adolescents' smoking (beyond both parents' current smoking). Potential mediations were parental education and adolescents' personality characteristics. Main Outcome Measure: The outcome measure was adolescent smoking. Results: A parent's smoking trajectory had a unique effect on their adolescent's smoking, beyond both parents' current smoking and the parent's educational attainment. However, although adolescents' personality characteristics were related both to adolescent smoking and to their parents' smoking, these characteristics could not explain the effects of the parent's smoking trajectory. Conclusion: Parents whose smoking had an early onset, steep acceleration, high levels of smoking, and persistence over time had the highest risk for intergenerational transmission of smoking to their adolescent children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differentiating stages of smoking intensity among adolescents: Stage-specific psychological and social influences.

Researchers' understanding of the impact of sociocultural and psychological factors on the various stages of adolescent smoking update is limited. Using national data, the authors examined transitions across smoking stages among adolescents (N=20,747) as a function of interpersonal, familial, and peer domains. Peer smoking was particularly influential on differentiating regular smoking, whereas alcohol use was most influential on earlier smoking. Although significant, depression and delinquency were attenuated in the context of other variables. Higher school grade was more likely to differentiate regular smoking from earlier smoking stages, whereas African American ethnicity and connectedness to school and family were protective of smoking initiation. Results lend support for an interactional approach to adolescent smoking, with implications for stage-matched prevention and intervention applications. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental links of adolescent disclosure, parental solicitation, and control with delinquency: Moderation by parental support.

This 4-wave study among 309 Dutch adolescents and their parents examined changes in adolescent disclosure, parental solicitation, and parental control and their links with the development of delinquent activities. Annually, adolescents and both parents reported on adolescent disclosure, parental solicitation, and parental control, and adolescents reported on delinquent activities and parental support. Latent growth curve analyses revealed a linear decline in parental control between ages 13 and 16. Adolescent disclosure decreased gradually in adolescent reports and showed an L-shaped pattern in father reports and a V-shaped pattern in mother reports. A stronger increase in delinquent activities was related to a stronger decrease in disclosure in mother and adolescent reports and to lower levels of disclosure in father reports. The linkages between levels of disclosure and delinquent activities were stronger in families with high parental support than in families with lower support. Furthermore, in lower parental support families, a stronger decrease in paternal control was related to a stronger increase in delinquent activities. In high parental support families, however, a stronger decrease in adolescent-reported parental control was related to a less strong increase in delinquent activities. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prospective predictors of body dissatisfaction in adolescent girls and boys: A five-year longitudinal study.

This study investigated prospective risk factors for increases in body dissatisfaction in adolescent girls and boys in the Eating Among Teens Project. At the time of first assessment (Time 1), participants were a cohort of early adolescent girls (N=440) and boys (N=366) and a cohort of middle adolescent girls (N=946) and boys (N=764). Participants were followed up 5 years later (Time 2). Potential prospective risk factors examined included body mass index, socioeconomic status, ethnicity, parent dieting environment, peer environment, and psychological factors. Predictors of Time 2 body dissatisfaction were Time 1 body dissatisfaction, body mass index, socioeconomic status, being African American, friend dieting and teasing, self-esteem, and depression. However, the profile of predictors differed across the samples. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Popularity, social acceptance, and aggression in adolescent peer groups: Links with academic performance and school attendance.

This article reports a short-term longitudinal study focusing on popularity and social acceptance as predictors of academic engagement for a sample of 342 adolescents (approximate average age of 14). These youths were followed for 4 consecutive semesters. Popularity, social acceptance, and aggression were assessed with a peer nomination inventory, and data on academic engagement were obtained from school records. For adolescents who were highly aggressive, increases in popularity were associated with increases in unexplained absences and decreases in grade point average. Conversely, changes in social acceptance were not predictive of changes in grade point average or unexplained absences. These results highlight the importance of multidimensional conceptualizations of social standing for research on school adjustment during adolescence and emphasize the potential risks associated with popularity. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Developmental trajectories of childhood disruptive behaviors and adolescent delinquency: A six-site, cross-national study.

This study used data from 6 sites and 3 countries to examine the developmental course of physical aggression in childhood and to analyze its linkage to violent and nonviolent offending outcomes in adolescence. The results indicate that among boys there is continuity in problem behavior from childhood to adolescence and that such continuity is especially acute when early problem behavior takes the form of physical aggression. Chronic physical aggression during the elementary school years specifically increases the risk for continued physical violence as well as other nonviolent forms of delinquency during adolescence. However, this conclusion is reserved primarily for boys, because the results indicate no clear linkage between childhood physical aggression and adolescent offending among female samples despite notable similarities across male and female samples in the developmental course of physical aggression in childhood. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Fraternity and sorority involvement, social influences, and alcohol use among college students: A prospective examination.

This study used latent growth curve modeling to investigate whether the effects of gender and Greek involvement on alcohol use and problems over the first 2 years of college are best characterized by selection, socialization, or reciprocal influence processes. Three social influences (alcohol offers, social modeling, and perceived norms) were examined as potential mediators of these effects. Undergraduate participants (N = 388) completed self-report measures prior to enrollment and in the spring of their freshmen and sophomore years. Male gender and involvement in the Greek system were associated with greater alcohol use and problems prior to college. Both gender and Greek involvement significantly predicted increases in alcohol use and problems over the first 2 years of college. Cross-domain analyses provided strong support for a mediational role of each of the social influence constructs on alcohol use and problems prior to matriculation, and prematriculation social modeling and alcohol offers mediated relations between Greek involvement and changes in alcohol use over time. Findings suggest that students, particularly men, who affiliate with Greek organizations constitute an at-risk group prior to entering college, suggesting the need for selected interventions with this population, which should take place before or during the pledging process. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A prospective study of cigarette smoking initiation during college: Chinese and Korean American students.

Objective: The present study was a prospective investigation of baseline influences on initial smoking and transition to established smoking among college students who had not smoked prior to college. Design: Included were 267 participants in a longitudinal study of tobacco use. Students of Chinese (52%) or Korean (48%) descent were enrolled during their freshman year in college. Data for the present study were collected during four annual in-person interviews. Main outcome measures: (1) Initial use of a cigarette reflected having first smoked a cigarette (more than a puff) during college. (2) Established smoking was defined as having smoked at least 100 cigarettes. Results: Over the course of the study, 25% of baseline never-smokers tried their first cigarette, and 9% became established smokers. Overall, men were significantly more likely to experiment and progress to established smoking. Baseline alcohol and drug use, behavioral undercontrol, and parental smoking predicted smoking experimentation but not established smoking. Students of Korean ethnicity were more likely to become established smokers. However, acculturation was not a significant predictor of experimentation or established smoking after accounting for the effects of other predictors. Conclusion: These findings suggest a need for efforts to prevent smoking uptake among Asian American college students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A longitudinal study of the social and academic competence of economically disadvantaged bilingual preschool children.

This longitudinal study was conducted to gain understanding of the social–emotional and academic development of economically disadvantaged bilingual preschool children. In Study 1, the authors combined cognitive, psychosocial, and cultural-linguistic factors to determine profiles of social competence as measured by peer play. A person-centered analysis of 207 Hispanic American preschoolers (ages 4 and 5 years) yielded 6 distinct profiles, 2 of which were socially competent and 1 of which was vulnerable. Findings revealed profile differences in social competence and a significant relationship between bilingualism and social–emotional development. In Study 2, the authors determined which profiles were associated with later academic achievement and growth of English proficiency. Findings indicated a significant relationship of early social–emotional development to later academic success and English acquisition, highlighting the role of bilingualism. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Most of the girls are alright, but some aren't: Personality trajectory groups from ages 14 to 24 and some associations with outcomes.

Personality traits show normative patterns of development toward maturity during adolescence. Yet individuals follow these normative patterns to differing degrees. This study used growth mixture modeling to characterize personality development patterns and their associations with outcomes in a population-based sample of 1,537 girls aged 14 to 24. The authors used latent class analysis to identify 3 trajectory groups labeled alright (47%), growing up (42%), and trouble (11%). Alright group members were more likely at age 24 to have completed college, remained involved with their families, and obtained good jobs. Trouble group members were more likely to be involved with drugs and alcohol, to display interpersonal problems, and to behave antisocially. Growing up group members fell in between. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cross-lagged links among gambling, substance use, and delinquency from midadolescence to young adulthood: Additive and moderating effects of common risk factors.

The authors examined cross-lagged links among gambling, substance use, theft, and violence from midadolescence to young adulthood and whether behavioral disinhibition, deviant peers, and parental supervision as common risk factors explain or moderate those links. In 2 community samples, male Caucasians were assessed for gambling participation and problems with the South Oaks Gambling Screen—Revised for Adolescents (K. C. Winters, R. Stinchfield, & J. Fulkerson, 1993) at age 16 years and the South Oaks Gambling Screen (H. R. Lesieur & S. B. Blume, 1987) at age 23. Other problem behaviors were also assessed both times. Risk factors were measured at age 16. Adolescent substance use was related to subsequent theft and violence but not gambling. Gambling problems were linked to subsequent gambling participation. For adolescents with deviant peers, gambling problems were linked to subsequent theft; this was not the case for adolescents without deviant peers. Only for individuals high on disinhibition did stability of gambling problems resemble moderate stabilities of other problem behaviors. Each risk factor was related to each problem behavior (exception: parenting unrelated to gambling). These risk factors partly explained the cross-lagged links among behaviors and thus may be useful targets of prevention. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The relations of temperamental effortful control and anger/frustration to Chinese children's academic achievement and social adjustment: A longitudinal study.

The prospective relations of temperamental effortful control and anger/frustration to Chinese children's (N = 425, age range = 6.6–9.1 years) academic achievement (grade point average, or GPA) and social adjustment (externalizing problems and social competence) were examined in a 2-wave (3.8 years apart) longitudinal study. Parents and teachers rated children's temperament, and parents, teachers, and/or peers rated children's externalizing problems and social competence. Effortful control positively predicted children's GPA, controlling for prior level of GPA. Analyses examining the potential mechanisms underlying the temperament–achievement associations suggested that effortful control positively predicted social competence, and social competence positively predicted GPA. Moreover, anger/frustration positively predicted externalizing problems, and externalizing problems negatively predicted GPA. Mediational analyses suggested that the relations between temperament and GPA were mediated by social competence and externalizing problems. Evidence for the reciprocal relations between externalizing problems and GPA was also found. The study suggested that there are complex interplays among temperament, academic achievement, and social adjustment for school-age children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Perfectionism, stress, and social (dis)connection: A short-term study of hopelessness, depression, and academic adjustment among honors students.

This study tested models of perfectionism predicting psychological distress and academic adjustment and moderators and mediators of those associations in 2 successive cohorts of high-achieving university honors students (N = 499). Participants completed measures early and late in the semester. Adaptive (high standards) and maladaptive (self-critical perceptions of inadequacy in meeting performance expectations) dimensions of perfectionism were found to be significantly associated, in generally expected directions, with concurrent and prospective perceived stress, social connectedness, depression, hopelessness, and perceived academic adjustment. However, some perfectionism effects were reduced when earlier psychological distress and adjustment were controlled in analyses predicting later distress and adjustment. Several effects were moderated and at least partially mediated by perceived stress and social connection. The results suggest several counseling implications for high-achieving, perfectionistic students. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Relation of eighth graders' family structure, gender, and family environment with academic performance and school behavior": Correction to Kurdek and Sinclair.

Reports an error in "Relation of eighth graders' family structure, gender, and family environment with academic performance and school behavior" by Lawrence A. Kurdek and Ronald J. Sinclair (Journal of Educational Psychology, 1988[Mar], Vol 80[1], 90-94). Table 2 contained incorrect data. The first column of data contained correlations whose signs should have been reversed. The complete correct table appears in the erratum. (The following abstract of the original article appeared in record 1988-24801-001.) The purpose of this study was to assess how family structure, gender, and family environment were related to both academic performance (end-of-the-year grades and quantitative and verbal achievement factor scores) and school behavior (number of days absent, number of days tardy, and number of in-school detentions). Subjects were 219 middle-class eighth graders (96 boys, 123 girls). Generally, students in two-parent nuclear families had better academic performance and less problematic school behavior than did students in either mother-custody or stepfather families. Boys had more detentions than did girls. Despite significant differences among the three family structures, the family structure variable accounted at most for only 7% of the variability in academic performance and school behavior. A family environment that emphasized achievement and intellectual pursuits accounted for variability in end-of-the-year grades beyond that accounted for by family structure, gender, and family conflict. The joint consideration of family structure, gender, and family environment accounted at most for 17% of the variance in academic performance and school behavior. For students in the mother-custody and stepfather families, contact with father was unrelated to academic performance. Findings are discussed in terms of models of achievement motivation and behavior. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

A reputation for success (or failure): The association of peer academic reputations with academic self-concept, effort, and performance across the upper elementary grades.

The associations between children's academic reputations among peers and their academic self-concept, effort, and performance were examined in a longitudinal study of 427 students initially enrolled in Grades 3, 4, and 5. Assessments were completed in the fall and spring of 2 consecutive school years and in the fall of a 3rd school year. Peer academic reputation (PAR) correlated moderately strongly with teacher-rated skills and changed over time as a function of grades earned at the prior assessment. Path-analytic models indicated bidirectional associations between PAR and academic self-concept, teacher-rated academic effort, and grade point average. There was little evidence that changes in self-concept mediated the association between PAR and effort and GPA or that changes in effort mediated the association between PAR and GPA. Results suggest that peers may possess unique information about classmates' academic functioning, that children's PARs are psychologically meaningful, and that these reputations may serve as a useful marker of processes that forecast future academic engagement and performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting success in college: A longitudinal study of achievement goals and ability measures as predictors of interest and performance from freshman year through graduation.

The authors examined the role of achievement goals, ability, and high school performance in predicting academic success over students' college careers. First, the authors examined which variables predicted students' interest and performance in an introductory psychology course taken their first semester in college. Then, the authors followed students until they graduated to examine continued interest in psychology and performance in subsequent classes. Achievement goals, ability measures, and prior high school performance each contributed unique variance in predicting initial and long-term outcomes, but these predictors were linked to different educational outcomes. Mastery goals predicted continued interest, whereas performance-approach goals predicted performance. Ability measures and prior high school performance predicted academic performance but not interest. The findings support a multiple goals perspective. (PsycINFO Database Record (c) 2010 APA, all rights reserved)