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Dahl RE, Armstrong-Carter E, van den Bos W. Wanting to matter and learning to care: A neurodevelopmental window of opportunity for (Pro) social learning? Dev Cogn Neurosci 2024; 69:101430. [PMID: 39151254 PMCID: PMC11377138 DOI: 10.1016/j.dcn.2024.101430] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/15/2024] [Revised: 07/26/2024] [Accepted: 08/03/2024] [Indexed: 08/19/2024] Open
Abstract
Wanting to matter-to feel socially recognized, appreciated, and capable of actions that benefit others-represents a fundamental motivation in human development. The motivational salience of mattering appears to increase in adolescence. Evidence suggests this is related to pubertal increases in the incentive salience for gaining social value and personal agency. This can provide a useful heuristic for understanding motivational proclivities (i.e. wanting to matter) that influence action-outcome learning as young adolescents are exploring and learning how to navigate increasingly complex social and relational environments. Adolescence also brings new capacities, motives, and opportunities for learning to care about and contribute to the benefit of others. Together, these create a window of opportunity: a sensitive period for learning to gain salient feelings of mattering through caring prosocial actions and valued societal contributions. Successfully discovering ways of mattering by doing things that matter to others may contribute to formative socio-emotional learning about self/other. Advances in understanding these social and relational learning processes and their neurodevelopmental underpinnings can inform strategies to improve developmental trajectories of social competence and wellbeing among adolescents growing up in a rapidly changing and increasingly techno-centric world.
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Affiliation(s)
- Ronald E Dahl
- School of Public Health, Institute of Human Development, University of California, Berkeley, United States.
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Crone EA, Bol T, Braams BR, de Rooij M, Franke B, Franken I, Gazzola V, Güroğlu B, Huizenga H, Hulshoff Pol H, Keijsers L, Keysers C, Krabbendam L, Jansen L, Popma A, Stulp G, van Atteveldt N, van Duijvenvoorde A, Veenstra R. Growing Up Together in Society (GUTS): A team science effort to predict societal trajectories in adolescence and young adulthood. Dev Cogn Neurosci 2024; 67:101403. [PMID: 38852381 PMCID: PMC11214182 DOI: 10.1016/j.dcn.2024.101403] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/01/2024] [Revised: 05/09/2024] [Accepted: 06/04/2024] [Indexed: 06/11/2024] Open
Abstract
Our society faces a great diversity of opportunities for youth. The 10-year Growing Up Together in Society (GUTS) program has the long-term goal to understand which combination of measures best predict societal trajectories, such as school success, mental health, well-being, and developing a sense of belonging in society. Our leading hypothesis is that self-regulation is key to how adolescents successfully navigate the demands of contemporary society. We aim to test these questions using socio-economic, questionnaire (including experience sampling methods), behavioral, brain (fMRI, sMRI, EEG), hormonal, and genetic measures in four large cohorts including adolescents and young adults. Two cohorts are designed as test and replication cohorts to test the developmental trajectory of self-regulation, including adolescents of different socioeconomic status thereby bridging individual, family, and societal perspectives. The third cohort consists of an entire social network to examine how neural and self-regulatory development influences and is influenced by whom adolescents and young adults choose to interact with. The fourth cohort includes youth with early signs of antisocial and delinquent behavior to understand patterns of societal development in individuals at the extreme ends of self-regulation and societal participation, and examines pathways into and out of delinquency. We will complement the newly collected cohorts with data from existing large-scale population-based and case-control cohorts. The study is embedded in a transdisciplinary approach that engages stakeholders throughout the design stage, with a strong focus on citizen science and youth participation in study design, data collection, and interpretation of results, to ensure optimal translation to youth in society.
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Affiliation(s)
- Eveline A Crone
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, the Netherlands; Leiden University, Institute of Psychology, the Netherlands.
| | - Thijs Bol
- Department of Sociology, University of Amsterdam, the Netherlands
| | - Barbara R Braams
- Department of Clinical, Neuro, and Developmental Psychology, Faculty of Behavioral and Movement Sciences, Vrije Universiteit Amsterdam, the Netherlands
| | - Mark de Rooij
- Leiden University, Institute of Psychology, the Netherlands
| | - Barbara Franke
- Radboud University Medical Center, Donders Institute for Brain, Cognition and Behaviour, Departments of Cognitive Neuroscience and Human Genetics, Nijmegen, the Netherlands
| | - Ingmar Franken
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, the Netherlands
| | - Valeria Gazzola
- Social Brain Lab, Netherlands Institute for Neuroscience (KNAW) and University of Amsterdam, Amsterdam, the Netherlands
| | - Berna Güroğlu
- Leiden University, Institute of Psychology, the Netherlands
| | - Hilde Huizenga
- Department of Psychology, University of Amsterdam, the Netherlands
| | | | - Loes Keijsers
- Erasmus School of Social and Behavioral Sciences, Erasmus University Rotterdam, the Netherlands
| | - Christian Keysers
- Social Brain Lab, Netherlands Institute for Neuroscience (KNAW) and University of Amsterdam, Amsterdam, the Netherlands
| | - Lydia Krabbendam
- Department of Clinical, Neuro, and Developmental Psychology, Faculty of Behavioral and Movement Sciences, Vrije Universiteit Amsterdam, the Netherlands
| | - Lucres Jansen
- Department of Child and Adolescent Psychiatry & Psychosocial Care, AmsterdamUMC and Research Institute Amsterdam Public Health, Amsterdam, the Netherlands
| | - Arne Popma
- Department of Child and Adolescent Psychiatry & Psychosocial Care, AmsterdamUMC and Research Institute Amsterdam Public Health, Amsterdam, the Netherlands
| | - Gert Stulp
- University of Groningen, Department of Sociology / Inter-University Center for Social Science Theory and Methodology, Groningen, the Netherlands
| | - Nienke van Atteveldt
- Department of Clinical, Neuro, and Developmental Psychology, Faculty of Behavioral and Movement Sciences, Vrije Universiteit Amsterdam, the Netherlands
| | | | - René Veenstra
- University of Groningen, Department of Sociology / Inter-University Center for Social Science Theory and Methodology, Groningen, the Netherlands
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Pastor Y, Martí-Vilar M, Wright MF, Rodriguez LM, Merino-Soto C. Editorial: Online prosocial behavior and altruism in adolescence and youth. Front Psychol 2024; 15:1402979. [PMID: 38765834 PMCID: PMC11100989 DOI: 10.3389/fpsyg.2024.1402979] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/18/2024] [Accepted: 04/11/2024] [Indexed: 05/22/2024] Open
Affiliation(s)
- Yolanda Pastor
- Department of Psychology, Rey Juan Carlos University, Móstoles, Spain
| | - Manuel Martí-Vilar
- Departamento de Psicología Básica, Universitat de València, Valencian, Spain
| | - Michelle F. Wright
- Department of Psychology, Indiana State University, Chicago, IL, United States
| | | | - Cesar Merino-Soto
- Departamento de Psicología, University of San Martín de Porres, Chiclayo, Peru
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Garrett SL, Burnell K, Armstrong-Carter EL, Prinstein MJ, Telzer EH. Linking video chatting, phone calling, text messaging, and social media with peers to adolescent connectedness. JOURNAL OF RESEARCH ON ADOLESCENCE : THE OFFICIAL JOURNAL OF THE SOCIETY FOR RESEARCH ON ADOLESCENCE 2023; 33:1222-1234. [PMID: 37382030 DOI: 10.1111/jora.12871] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/13/2022] [Revised: 06/09/2023] [Accepted: 06/12/2023] [Indexed: 06/30/2023]
Abstract
For 14 days three times per day (6072 observations), adolescents (N = 207, Mage = 15.45 years) reported their digital (i.e., video chatting, texting, social media, and phone calling) communication with peers and their social connectedness. Controlling for in-person interactions, adolescents felt more connected in hours when they had communicated with peers by video chatting, texting, or social media, but not phone calling. Girls communicated with peers via text and social media more than boys, and boys talked on the phone more than girls. Boys who talked, texted, or video chatted more on average reported higher connectedness on average, whereas girls did not. As the links with connectedness were only found at the hourly- and not the daily level, results highlight that a sense of connectedness from digital media may be fleeting in nature.
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Affiliation(s)
- Shedrick L Garrett
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Kaitlyn Burnell
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Emma L Armstrong-Carter
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
- Institute of Human Development, University of California, Berkeley, Berkeley, California, USA
| | - Mitchell J Prinstein
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
| | - Eva H Telzer
- Department of Psychology & Neuroscience, University of North Carolina at Chapel Hill, Chapel Hill, North Carolina, USA
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Iwasa Y, Hihara S, Ishizaki K, Yasui G, Hiro M, Sugimura K. Identity development and online and offline prosocial behaviors among early and middle adolescents. Front Psychol 2023; 14:1148347. [PMID: 37303905 PMCID: PMC10248000 DOI: 10.3389/fpsyg.2023.1148347] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2023] [Accepted: 05/09/2023] [Indexed: 06/13/2023] Open
Abstract
Research has demonstrated that adolescents of the digital age engage in developmental tasks by interacting with others in both online and offline environments. However, no studies have investigated how adolescents develop their identity, a crucial developmental task, by engaging in online and offline prosocial behaviors. To address this research gap, we examined the role of online and offline prosocial behavior in identity development during adolescence using variable- and person-centered approaches. The participants were 608 individuals in early adolescence (50.2% girls; age range = 12-13 years, Mage = 12.75 years, SD = 0.43) and 594 individuals in middle adolescence (50.3% girls; age range = 15-16 years, Mage = 15.79 years, SD = 0.41) in Japan. They completed questionnaires to measure identity development, online and offline prosocial behavior, and demographic characteristics. The results from the variable-centered approach (i.e., identity dimensions) revealed that both online and offline prosocial behaviors were positively related to commitments and proactive explorations in early and middle adolescence. The findings from the person-centered approach (i.e., identity statuses) demonstrated that early and middle adolescents with higher levels of online prosocial behavior were more likely to show searching moratorium than all other identity statuses, whereas those with higher levels of offline prosocial behavior were more likely to show achievement than troubled diffusion, carefree diffusion, and undifferentiated. Consistent with both variable- and person-centered approaches, these findings highlight that online prosocial behavior can be a new resource for identity development in adolescence. Moreover, the results suggest that online prosocial behaviors lead to identity status in the process of maturing identity and that offline prosocial behavior is necessary to become more mature identity status. Regarding practical implications, educating adolescents on digital media literacy, including supportive behavior in online environments, is crucial to gradually exploring their identity. In addition, for adolescents to develop more mature identity, adults should create in-person environments in which they participate in offline prosocial behavior. The limitations of our findings with respect to the online and offline prosocial behavior scale items are discussed.
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Affiliation(s)
- Yasuhiro Iwasa
- Division of Liberal Arts, Natural, Social, and Health Sciences, School of Science and Engineering, Tokyo Denki University, Saitama, Japan
| | - Shogo Hihara
- Faculty of Business Administration, Matsuyama University, Matsuyama, Ehime, Japan
| | - Kazuya Ishizaki
- Graduate School of Humanities and Social Sciences, Hiroshima University, Hiroshima, Japan
| | - Genki Yasui
- Graduate School of Humanities and Social Sciences, Hiroshima University, Hiroshima, Japan
| | - Makoto Hiro
- Graduate School of Humanities and Social Sciences, Hiroshima University, Hiroshima, Japan
| | - Kazumi Sugimura
- Graduate School of Humanities and Social Sciences, Hiroshima University, Hiroshima, Japan
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Laaber F, Florack A, Koch T, Hubert M. Digital maturity: Development and validation of the digital maturity inventory (DIMI). COMPUTERS IN HUMAN BEHAVIOR 2023. [DOI: 10.1016/j.chb.2023.107709] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/18/2023]
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Zeng P, Nie J, Geng J, Wang H, Chu X, Qi L, Wang P, Lei L. Self‐compassion and subjective well‐being: A moderated mediation model of online prosocial behavior and gratitude. PSYCHOLOGY IN THE SCHOOLS 2022. [DOI: 10.1002/pits.22849] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/23/2022]
Affiliation(s)
- Pan Zeng
- Department of Psychology Renmin University of China Beijing China
| | - Jia Nie
- Institute of Social Psychology, School of Humanities and Social Science Xi'an Jiaotong University Xi'an China
| | - Jingyu Geng
- Department of Psychology Renmin University of China Beijing China
| | - Hongxia Wang
- Department of Psychology Renmin University of China Beijing China
| | - Xiaoyuan Chu
- School of Economics and Management Beijing University of Posts and Telecommunications Beijing China
| | - Lin Qi
- National Innovation Center for Assessment of Basic Education Quality Beijing Normal University Beijing China
| | - Pengcheng Wang
- School of Education Rennin University of China Beijing China
| | - Li Lei
- School of Education Rennin University of China Beijing China
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Pathways for engaging in prosocial behavior in adolescence. ADVANCES IN CHILD DEVELOPMENT AND BEHAVIOR 2022; 63:149-190. [DOI: 10.1016/bs.acdb.2022.03.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/21/2022]
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Armstrong-Carter E, Telzer EH. Understanding prosocial development in the context of systemic inequalities in the US and worldwide. CURRENT RESEARCH IN BEHAVIORAL SCIENCES 2021. [DOI: 10.1016/j.crbeha.2021.100040] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022] Open
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