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"Adolescent Behavior - physiology"
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The Power of the Like in Adolescence: Effects of Peer Influence on Neural and Behavioral Responses to Social Media
We investigated a unique way in which adolescent peer influence occurs on social media. We developed a novel functional MRI (fMRI) paradigm to simulate Instagram, a popular social photo-sharing tool, and measured adolescents' behavioral and neural responses to likes, a quantifiable form of social endorsement and potential source of peer influence. Adolescents underwent fMRI while viewing photos ostensibly submitted to Instagram. They were more likely to like photos depicted with many likes than photos with few likes; this finding showed the influence of virtual peer endorsement and held for both neutral photos and photos of risky behaviors (e.g., drinking, smoking). Viewing photos with many (compared with few) likes was associated with greater activity in neural regions implicated in reward processing, social cognition, imitation, and attention. Furthermore, when adolescents viewed risky photos (as opposed to neutral photos), activation in the cognitive-control network decreased. These findings highlight possible mechanisms underlying peer influence during adolescence.
Journal Article
Adolescence and the next generation
Adolescent growth and social development shape the early development of offspring from preconception through to the post-partum period through distinct processes in males and females. At a time of great change in the forces shaping adolescence, including the timing of parenthood, investments in today’s adolescents, the largest cohort in human history, will yield great dividends for future generations.
Investing in adolescents as the parents of the next generation is important for the wellbeing of current and future generations.
The afterlife of adolescence
Adolescence is increasingly recognized as a developmental period that has a potential for influencing life-course trajectories that is second only to early life, but that could also shape the growth and development of the following generation. George Patton and colleagues review the evidence around how an individual's health, growth and nutrition during adolescence may affect the early growth of their offspring, and consider potential mechanisms for transmission. The current generation of adolescents—now considered to be all those aged between 10 and 24—will be the largest in human history to become parents. The greatest dividends from investments in today's adolescents may be seen in the health and human capabilities of the next generation.
Journal Article
The Need to Contribute During Adolescence
As an intensely social species, humans demonstrate the propensity to contribute to other individuals and groups by providing support, resources, or helping to achieve a shared goal. Accumulating evidence suggests that contribution benefits the givers as well as the receivers. The need to contribute during adolescence, however, has been underappreciated compared with more individually focused psychological or social developmental needs. The need is particularly significant during the teenage years, when children’s social world expands and they become increasingly capable of making contributions of consequence. Moreover, contribution can both promote and be a key element of traditionally conceived fundamental needs of the adolescent period such as autonomy, identity, and intimacy. The neural and biological foundations of the adolescent need to contribute, as well as the ways in which social environments meet that need, are discussed. A scientific and practical investment in contribution would synergize with other recent efforts to reframe thinking about the adolescent period, providing potential returns to the field as well as to youths and their communities.
Journal Article
Revisiting the Marshmallow Test: A Conceptual Replication Investigating Links Between Early Delay of Gratification and Later Outcomes
We replicated and extended Shoda, Mischel, and Peake’s (1990) famous marshmallow study, which showed strong bivariate correlations between a child’s ability to delay gratification just before entering school and both adolescent achievement and socioemotional behaviors. Concentrating on children whose mothers had not completed college, we found that an additional minute waited at age 4 predicted a gain of approximately one tenth of a standard deviation in achievement at age 15. But this bivariate correlation was only half the size of those reported in the original studies and was reduced by two thirds in the presence of controls for family background, early cognitive ability, and the home environment. Most of the variation in adolescent achievement came from being able to wait at least 20 s. Associations between delay time and measures of behavioral outcomes at age 15 were much smaller and rarely statistically significant.
Journal Article
Why Interventions to Influence Adolescent Behavior Often Fail but Could Succeed
We provide a developmental perspective on two related issues: (a) why traditional preventative school-based interventions work reasonably well for children but less so for middle adolescents and (b) why some alternative approaches to interventions show promise for middle adolescents. We propose the hypothesis that traditional interventions fail when they do not align with adolescents’ enhanced desire to feel respected and be accorded status; however, interventions that do align with this desire can motivate internalized, positive behavior change. We review examples of promising interventions that (a) directly harness the desire for status and respect, (b) provide adolescents with more respectful treatment from adults, or (c) lessen the negative influence of threats to status and respect. These examples are in the domains of unhealthy snacking, middle school discipline, and high school aggression. Discussion centers on implications for basic developmental science and for improvements to youth policy and practice.
Journal Article
Mobile Phones in the Bedroom: Trajectories of Sleep Habits and Subsequent Adolescent Psychosocial Development
Mobile phones are an essential part of an adolescent's life, leading them to text, phone, or message into the night. Longitudinal latent growth models were used to examine relations between changes in adolescent night-time mobile phone use, changes in sleep behavior, and changes in well-being (depressed mood, externalizing behavior, self-esteem, and coping) for 1,101 students (43% male) between 13 and 16 years old. Both night-time mobile phone use and poor sleep behavior underwent positive linear growth over time. Increased night-time mobile phone use was directly associated with increased externalizing behavior and decreased self-esteem and coping. Changes in sleep behavior mediated the relation between early changes in night-time mobile phone use and later increases in depressed mood and externalizing behavior and later declines in self-esteem and coping.
Journal Article
Bidirectional, Daily Temporal Associations between Sleep and Physical Activity in Adolescents
This study evaluated the daily, temporal associations between sleep and daytime physical activity and sedentary behavior among adolescents from the Fragile Families & Child Wellbeing Study. A sub-sample of the cohort at age 15 (N = 417) wore actigraphy monitors for one week during the school year from which we derived daily minutes in sedentary and moderate-to-vigorous physical activity (MVPA) and nighttime sleep measures. Multilevel models tested temporal associations of nightly sleep onset, offset, duration, and sleep maintenance efficiency, with daily MVPA and sedentary behavior. More MVPA than an individual’s average was associated with earlier sleep onset (p < 0.0001), longer duration (p = 0.03), and higher sleep maintenance efficiency (p < 0.0001). On days with more sedentary behavior than an individual’s average, sleep onset and offset were delayed (p < 0.0001), duration was shorter (p < 0.0001), and sleep maintenance efficiency was higher (p = 0.0005). Conversely, nights with earlier sleep onset predicted more next-day sedentary behavior (p < 0.0001), and nights with later sleep offset and longer sleep duration were associated with less MVPA (p < 0.0001) and less sedentary time (p < 0.0001, p = 0.004) the next day. These bidirectional associations between sleep and physical activity suggest that promoting MVPA may help to elicit earlier bedtimes, lengthen sleep duration, and increase sleep efficiency, critical for healthy adolescent development.
Journal Article
Factor structure and psychometric properties of the Pittsburgh Sleep Quality Index in community-based adolescents
The Pittsburgh Sleep Quality Index (PSQI) is a widely used self-report questionnaire that assesses general sleep quality. This study aimed to validate the single-factor scoring structure and related psychometric properties in the English language version of the PSQI in community-based adolescents.
Participants were 889 (352 males, 39.6%) students (age M = 15.71 ± 1.57; 12.08-18.92 years) recruited from 14 Australian secondary schools. Participants completed the PSQI, Center for Epidemiological Studies-Depression (CES-D) scale, and Spence Children's Anxiety Scale (SCAS). Exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) of PSQI component scores were performed on two independent random half-samples (i.e. cross-validation approach). The internal consistency of PSQI components and convergent validity of the PSQI global score with CES-D and SCAS total scores were also assessed.
EFA yielded a single-factor model. CFA of the single-factor model in a separate sample yielded acceptable model fit to the data after important relationships were modeled. Namely, modification indices suggested improved model fit by correlating residual scores of PSQI components of sleep duration and sleep efficiency, and sleep efficiency and sleep latency. Internal consistency was acceptable (Cronbach's α = 0.73). The PSQI global score had moderate-to-large positive correlations with CES-D (r = 0.58) and SCAS (r = 0.45) total scores, demonstrating good convergent validity with emotional problems as predicted.
The findings validate the single-factor scoring structure of the PSQI in an adolescent sample and highlight important covariation between poor sleep duration, efficiency, and latency in this age group. Further validation studies are required to determine an appropriate PSQI clinical cut-off score for adolescents.
Journal Article
Sustained benefits of delaying school start time on adolescent sleep and well-being
Abstract
Study Objectives
To investigate the short- and longer-term impact of a 45-min delay in school start time on sleep and well-being of adolescents.
Methods
The sample consisted of 375 students in grades 7–10 (mean age ± SD: 14.6 ± 1.15 years) from an all-girls’ secondary school in Singapore that delayed its start time from 07:30 to 08:15. Self-reports of sleep timing, sleepiness, and well-being (depressive symptoms and mood) were obtained at baseline prior to the delay, and at approximately 1 and 9 months after the delay. Total sleep time (TST) was evaluated via actigraphy.
Results
After 1 month, bedtimes on school nights were delayed by 9.0 min, while rise times were delayed by 31.6 min, resulting in an increase in time in bed (TIB) of 23.2 min. After 9 months, the increase in TIB was sustained, and TST increased by 10.0 min relative to baseline. Participants also reported lower levels of subjective sleepiness and improvement in well-being at both follow-ups. Notably, greater increase in sleep duration on school nights was associated with greater improvement in alertness and well-being.
Conclusions
Delaying school start time can result in sustained benefits on sleep duration, daytime alertness, and mental well-being even within a culture where trading sleep for academic success is widespread.
Journal Article