Robust longitudinal multi-cohort results: The development of self-control during adolescence

Sex-specific associations between co-exposure to multiple metals and externalizing symptoms in adolescence and young adulthood

Externalizing disorders, such as attention-deficit/hyperactivity disorder (ADHD), account for the majority of the child/adolescent referrals to mental health services and increase risk for later-life psychopathology. Although the expression of externalizing disorders is more common among males, few studies have addressed how sex modifies associations between metal exposure and adolescent externalizing symptoms. This study aimed to examine sex-specific associations between co-exposure to multiple metals and externalizing symptoms in adolescence and young adulthood. Among 150 adolescents and young adults (55% female, ages: 15-25 years) enrolled in the Public Health Impact of Metals Exposure (PHIME) study in Brescia, Italy, we measured five metals (manganese (Mn), lead (Pb), copper (Cu), chromium (Cr), nickel (Ni)) in four biological matrices (blood, urine, hair, and saliva). Externalizing symptoms were assessed using the Achenbach System of Empirically Based Assessment (ASEBA) Youth Self-Report (YSR) or Adult Self Report (ASR). Using generalized weighted quantile sum (WQS) regression, we investigated the moderating effect of sex (i.e., assigned at birth) on associations between the joint effect of exposure to the metal mixture and externalizing symptoms, adjusting for age and socioeconomic status. We observed that metal mixture exposure was differentially associated with aggressive behavior in males compared to females (β = -0.058, 95% CI [-0.126, -0.009]). In males, exposure was significantly associated with more externalizing problems, and aggressive and intrusive behaviors, driven by Pb, Cu and Cr. In females, exposure was not significantly associated with any externalizing symptoms. These findings suggest that the effect of metal exposure on externalizing symptoms differs in magnitude between the sexes, with males being more vulnerable to increased externalizing symptoms following metal exposure. Furthermore, our findings support the hypothesis that sex-specific vulnerabilities to mixed metal exposure during adolescence/young adulthood may play a role in sex disparities observed in mental health disorders, particularly those characterized by externalizing symptoms.

The impact of internet use on adolescents' health: empirical evidence from China

Background

With the continuous improvement in economic levels in various countries and the rapid development of the Internet, adolescents' Internet use has become increasingly frequent. Many studies have explored the relationship between Internet use and adolescent health, but the possible mechanisms involved are unclear, and few have focused on Chinese adolescents.

Methods

Based on the data from the China Family Panel Studies 2010, 2014, 2016, 2018, and 2020, this study used the ordered probit model and OLS model to explore the impact of Internet use on self-rated health and mental health of Chinese adolescents and analyzed the possible mechanisms and heterogeneity involved.

Results

The results revealed that adolescents' Internet use negatively affected their physical and mental health. Parent-child conflict, academic performance, and self-efficacy were the important mechanisms of internet use affecting adolescents' health. Moreover, the negative effects of Internet use on adolescents' physical and mental health were heterogeneous in boarding, mother's education level, and family per capita income.

Conclusion

Adolescents exhibit a pattern of using the internet that influences their health status. Our finding that internet use may decrease adolescents' health provides important insights into understanding the relationship between internet use behavior and adolescents' health and suggests that intervention should be taken on adolescents' internet use.

No gene by stressful life events interaction on individual differences in adults' self-control

Background

Difficulty with self-control, or the ability to alter impulses and behavior in a goal-directed way, predicts interpersonal conflict, lower socioeconomic attainments, and more adverse health outcomes. Etiological understanding, and intervention for low self-control is, therefore, a public health goal. A prominent developmental theory proposes that individuals with high genetic propensity for low self-control that are also exposed to stressful environments may be most at-risk of low levels of self-control. Here we examine if polygenic measures associated with behaviors marked by low self-control interact with stressful life events in predicting self-control.

Methods

Leveraging molecular data from a large population-based Dutch sample (N = 7,090, Mage = 41.2) to test for effects of genetics (i.e., polygenic scores for ADHD and aggression), stressful life events (e.g., traffic accident, violent assault, financial problems), and a gene-by-stress interaction on self-control (measured with the ASEBA Self-Control Scale).

Results

Both genetics (β =.03 -.04, p <.001) and stressful life events (β = .11 -.14, p <.001) were associated with individual differences in self-control. We find no evidence of a gene-by-stressful life events interaction on individual differences in adults' self-control.

Conclusion

Our findings are consistent with the notion that genetic influences and stressful life events exert largely independent effects on adult self-control. However, the small effect sizes of polygenic scores increases the likelihood of null results. Genetically-informed longitudinal research in large samples can further inform the etiology of individual differences in self-control from early childhood into later adulthood and its downstream implications for public health.

Bayesian evidence synthesis as a flexible alternative to meta-analysis: A simulation study and empirical demonstration

Synthesizing results across multiple studies is a popular way to increase the robustness of scientific findings. The most well-known method for doing this is meta-analysis. However, because meta-analysis requires conceptually comparable effect sizes with the same statistical form, meta-analysis may not be possible when studies are highly diverse in terms of their research design, participant characteristics, or operationalization of key variables. In these situations, Bayesian evidence synthesis may constitute a flexible and feasible alternative, as this method combines studies at the hypothesis level rather than at the level of the effect size. This method therefore poses less constraints on the studies to be combined. In this study, we introduce Bayesian evidence synthesis and show through simulations when this method diverges from what would be expected in a meta-analysis to help researchers correctly interpret the synthesis results. As an empirical demonstration, we also apply Bayesian evidence synthesis to a published meta-analysis on statistical learning in people with and without developmental language disorder. We highlight the strengths and weaknesses of the proposed method and offer suggestions for future research.

Trait anxiety and corresponding neuromarkers predict internet addiction: A longitudinal study

Background and Aims

The high prevalence of internet addiction (IA) has become a worldwide problem that profoundly affects people's mental health and executive function. Empirical studies have suggested trait anxiety (TA) as one of the most robust predictors of addictive behaviors. The present study investigated the neural and socio-psychological mechanisms underlying the association between TA and IA.

Methods

Firstly, we tested the correlation between TA and IA. Then we investigated the longitudinal influence of TA on IA using a linear mixed effect (LME) model. Secondly, connectome-based predictive modeling (CPM) was employed to explore neuromarkers of TA, and we tested whether the identified neuromarkers of TA can predict IA. Lastly, stressful life events and default mode network (DMN) were considered as mediating variables to explore the relationship between TA and IA.

Findings

A significant positive correlation between TA and IA was found and the high TA group demonstrated higher IA across time. CPM results revealed that the functional connectivity of cognitive control and emotion-regulation circuits and DMN were significantly correlated with TA. Furthermore, a significant association was found between the neuromarkers of TA and IA. Notably, the CPM results were all validated in an independent sample. The results of mediation demonstrated that stressful life events and correlated functional connectivity mediated the association between TA and IA.

Conclusions

Findings of the present study facilitate a deeper understanding of the neural and socio-psychological mechanisms linking TA and IA and provide new directions for developing neural and psychological interventions.

Improving adolescents' HIV/AIDS prevention behavior: A phenomenological study of the experience of planning generation program (GenRe) ambassadors as peer educators

Background

Adolescents face increased vulnerability to HIV/AIDS due to factors such as insufficient knowledge and awareness, stigma, and restricted access to information. The Indonesian government initiated a peer education program through the Planning Generation Program (GenRe) ambassadors. These ambassadors are tasked with educating their peers about HIV/AIDS. However, their experiences are largely underexplored.

Objective

This study aimed to explore the GenRe ambassadors' experience in improving adolescents' HIV/AIDS prevention behavior.

Methods

This study employed a qualitative phenomenological approach, with in-depth and semi-structured interviews of GenRe ambassadors who had served for at least three to six months within the South Jakarta Health Sub-Department, Indonesia. Purposive sampling and data saturation techniques were utilized. Data were collected from 13 May to 31 August 2022, and Colaizzi's steps were used to guide the data analysis.

Results

Nineteen GenRe ambassadors participated, predominantly female university students ages 18-22. Six themes were developed: 1) the impact of GenRe ambassadors' roles in improving HIV/AIDS prevention behavior, 2) activities to improve HIV/AIDS prevention behavior, 3) enhancement of self-concept as GenRe ambassadors, 4) obstacles to activities for improving HIV/AIDS prevention behavior, 5) support for activities to improve HIV/AIDS prevention behavior, and 6) hope for improving the GenRe ambassador program's implementation.

Conclusion

GenRe ambassadors are influencers who play a critical role in promoting HIV/AIDS prevention behaviors and fostering positive change in the broader youth community. Despite their positive self-concept, they encounter challenges in fulfilling their roles. Utilizing their insights, community health nurses can create effective peer-led HIV/AIDS prevention programs and contribute to a model of health promotion for adolescents. Leveraging the role of GenRe ambassadors as peer educators is recommended to enhance HIV/AIDS prevention efforts among adolescents.

Developmentally appropriate mental health literacy content for school-aged children and adolescents

Although improving the mental health of children and adolescents has become a global priority, resources outlining developmentally appropriate content for improving mental health literacy (MHL) across school-aged children are scarce. A comprehensive, life-course approach to building MHL is needed to address the evolving competencies, needs, capacities, and risk factors for mental health, especially to establish school-based interventions that can be equitably and sustainably implemented. We conducted a theoretical review highlighting the relation of research and practice in building MHL through developmentally appropriate knowledge and competencies for children and adolescents. A two-pronged review of the literature was conducted to provide an overview of (1) research with a focus on neurobiological, psychological, cognitive, and social developmental milestones of school-aged children relevant for building MHL and (2) evidence-based and theory-driven content for the development of universal MHL interventions for children and adolescents considering the four components of MHL. A map of relevant key milestones highlights the range of development that occurs and ample opportunity for increasing universal MHL during these sensitive years primed for learning. We reflect on current understandings and global considerations for MHL interventions with an emphasis on applying developmental science to the future strengthening of intervention development, uptake, adaptation, implementation, evaluation, and scale-up.

Self-control in adolescence predicts forgivingness in middle adulthood

INTRODUCTION

This 33-year study examined associations between self-control development in adolescence and forgivingness, i.e., the dispositional tendency to forgive others, in middle adulthood.

METHODS

Participants were 1350 adults aged 45 years (50.6% female). Self-control was measured yearly from age 12 to 16, while forgivingness was measured at age 45.

RESULTS

Results indicated significant individual differences in level and change of self-control across the adolescent years and an average mean-level increase. Individual differences in level and change in self-control were independently associated with forgivingness in middle adulthood. Individuals who either entered adolescence with higher self-control, and/or increased in self-control during the adolescent years, reported higher scores in forgivingness at age 45 compared to peers. This pattern held even after controlling for gender, socioeconomic status (SES), and conduct problems in adolescence.

CONCLUSION

The current findings demonstrate that developmental processes in adolescence are important for individual differences in the dispositional tendency to forgive others in adulthood.

Are Adolescents With Higher Self-Esteem More Prosocial? Exploring the Moderating Effect of Self-Compassion in Different Genders

Previous studies have revealed a positive relationship between self-esteem and prosocial behavior. Based on social mentality theory, the authors propose that self-compassion as a self-soothing system moderates the relationship in adolescents girls and not in adolescent boys. A total of 540 adolescents from 12 to 14 years old completed the Rosenberg Self-Esteem Scale, Self-Compassion Scale, and Prosocial Tendencies Measure. The results showed that both self-esteem and self-compassion were positively correlated with prosocial behavior, self-compassion moderated the relationship between self-esteem and altruistic or anonymous prosocial behavior, and self-compassion moderated the relationship between self-esteem and dire prosocial behavior and the moderating effect was moderated by gender. In conclusion, the present study indicates that self-esteem and self-compassion, as two important aspects of the self, are beneficial to prosocial behavior in adolescence. Self-compassion strengthens the relationship between self-esteem and specific prosocial behavior, especially for adolescent girls.

Prosocial Behavior and Aggression in the Daily School Lives of Early Adolescents

Research has not adequately addressed a possible mutual co-regulatory influence of prosocial and aggressive behaviors in adolescents' daily lives. This study explored bidirectional within-person associations between prosocial and aggressive behaviors in the daily school lives of early adolescents. The sample included 242 sixth-graders [M_age = 11.96 (SD = 0.18), 50% girls] and their teachers. Adolescents reported on daily prosocial behavior and reactive and proactive aggression for ten consecutive days. Teachers and adolescents reported on adolescents' overall prosocial behaviors. Across-day prosocial behaviors increased after days when adolescents exhibited more reactive aggression but not among self-reported low-prosocial adolescents. Increased prosocial behaviors did not mitigate aggression the next day. The findings suggest prosocial behaviors are a plausible compensatory strategy after daily aggressive reactions.

Differential Effects of Fundamental and Longitudinal Life History Trade-Offs on Delay Discounting: An Evolutionary Framework

We synthesized life history theory and the antagonistic pleiotropy hypothesis to form an integrative framework for understanding delay discounting (DD). We distinguished between fundamental and longitudinal life history trade-offs to explain individual and age differences of DD. Fundamental life history trade-offs are characterized by life history strategies (LHS), describing how individuals adjust reproductive timing according to childhood environments, while longitudinal life history trade-offs characterize how individuals make trade-offs between early- vs. late-life reproduction as a function of age. Results of a life-span sample (242 Chinese participants) supported several theoretical predictions: (a) slower LHS predicted lower DD; (b) the relationship between chronological age and DD was U-shaped; (c) the effects of age and LHS were differential. Mechanisms underlying fundamental and longitudinal trade-offs were explored. Regarding fundamental trade-offs, LHS mediated the effects of childhood environment on DD. Regarding longitudinal trade-offs, the U-shaped relationship was more evident between physical age and DD: older adults who were in poorer physical health felt older and exhibited a higher DD. Neither the time perspective nor anticipatory time perception mediated the effect of life history trade-offs. We concluded that DD was a product of two distinct life history trade-offs, reflecting both the trait-like quality and age-related development.

Developmental Assets, Self-Control and Internet Gaming Disorder in Adolescence: Testing a Moderated Mediation Model in a Longitudinal Study

From the perspective of positive youth development, developmental assets and self-control play critical roles in promoting adolescent development. However, their effects have not been evaluated in the current issue, internet gaming disorder (IGD). IGD is gradually becoming an important social problem among worldwide youth and has been included in the eleventh International Classification of Diseases (ICD-11). Therefore, the present study was determined to investigate the relationship between developmental assets, self-control, and IGD. A two-wave longitudinal study, with each wave spanning half a year apart, was conducted in a sample of 1023 adolescents (aging from 11 to 15, 49.36% boys) during the COVID-19 pandemic. Results of the moderated mediation model revealed that T1 developmental assets could predict less IGD at T2 directly or through T1 self-control indirectly. Furthermore, the moderating effect of gender was not significant in the mediation model. Overall, adolescents who experience more developmental assets are less likely to suffer IGD. Moreover, developmental assets are conducive to developing a higher level of self-control, which in turn contributes to preventing or intervening in IGD as well. Therefore, measures should be taken to construct developmental assets to prevent or reduce IGD during adolescence.

Self-control, Mental Health Problems, and Family Functioning in Adolescence and Young Adulthood: Between-person Differences and Within-person Effects

Adolescents' self-control develops in the context of mental health and family functioning, but it is unclear how the interplay of self-control, mental health, and family functioning unfolds across time within individuals. Separating within-person from between-person effects, random-intercept cross-lagged panel models were applied to adolescents (from ages 11 to 26) from a Dutch cohort (n = 2228, 51% female). Adolescents with low self-control were likely to have mental health problems and poorly functioning families. Although within-person changes in the study variables were not meaningfully associated in a reciprocal manner, changes in self-control and mental health were concurrently associated. This suggests that besides stable connections between self-control, mental health, and family functioning in adolescence and young adulthood, changes in self-control and mental health are developmentally linked as well.

Bayesian evidence synthesis in case of multi-cohort datasets: An illustration by multi-informant differences in self-control

The trend toward large-scale collaborative studies gives rise to the challenge of combining data from different sources efficiently. Here, we demonstrate how Bayesian evidence synthesis can be used to quantify and compare support for competing hypotheses and to aggregate this support over studies. We applied this method to study the ordering of multi-informant scores on the ASEBA Self Control Scale (ASCS), employing a multi-cohort design with data from four Dutch cohorts. Self-control reports were collected from mothers, fathers, teachers and children themselves. The available set of reporters differed between cohorts, so in each cohort varying components of the overarching hypotheses were evaluated. We found consistent support for the partial hypothesis that parents reported more self-control problems than teachers. Furthermore, the aggregated results indicate most support for the combined hypothesis that children report most problem behaviors, followed by their mothers and fathers, and that teachers report the fewest problems. However, there was considerable inconsistency across cohorts regarding the rank order of children’s reports. This article illustrates Bayesian evidence synthesis as a method when some of the cohorts only have data to evaluate a partial hypothesis. With Bayesian evidence synthesis, these cohorts can still contribute to the aggregated results.

The building blocks of social competence: Contributions of the Consortium of Individual Development

Social competence refers to the ability to engage in meaningful interactions with others. It is a crucial skill potentially malleable to interventions. Nevertheless, it remains difficult to select which children, which periods in a child's life, and which underlying skills form optimal targets for interventions. Development of social competence is complex to characterize because (a) it is by nature context- dependent; (b) it is subserved by multiple relevant processes that develop at different times in a child's life; and (c) over the years multiple, possibly conflicting, ways have been coined to index a child's social competence. The current paper elaborates upon a theoretical model of social competence developed by Rose-Krasnor (Rose- Krasnor, 1997; Rose-Krasnor and Denham, 2009), and it makes concrete how underlying skills and the variety of contexts of social interaction are both relevant dimensions of social competence that might change over development. It then illustrates how the cohorts and work packages in the Consortium on Individual Development each provide empirical contributions necessary for testing this model on the development of social competence.

The building blocks of social competence: Contributions of the Consortium of Individual Development

Social competence refers to the ability to engage in meaningful interactions with others. It is a crucial skill potentially malleable to interventions. Nevertheless, it remains difficult to select which children, which periods in a child's life, and which underlying skills form optimal targets for interventions. Development of social competence is complex to characterize because (a) it is by nature context- dependent; (b) it is subserved by multiple relevant processes that develop at different times in a child's life; and (c) over the years multiple, possibly conflicting, ways have been coined to index a child's social competence. The current paper elaborates upon a theoretical model of social competence developed by Rose-Krasnor (Rose- Krasnor, 1997; Rose-Krasnor and Denham, 2009), and it makes concrete how underlying skills and the variety of contexts of social interaction are both relevant dimensions of social competence that might change over development. It then illustrates how the cohorts and work packages in the Consortium on Individual Development each provide empirical contributions necessary for testing this model on the development of social competence.