Social competence in children of alcoholic parents over time

In the current study, the authors tested the hypothesis that children of alcoholic parents (COAs) show deficits in social competence that begin in early childhood and escalate through middle adolescence. Teachers, parents, and children reported on the social competence of COAs and matched controls in a community sample assessed from ages 6 to 15. Hierarchical linear growth models revealed different patterns of change in social competence across development as a function of the reporter of various indicators of competence. Moreover, female COAs showed deficits in social competence in early childhood that receded in adolescence and that varied across subtypes of parent alcoholism. Implications of these findings for understanding the development of social competence in children, and at-risk children in particular, are discussed.

The Relationship Between Resilience and Internet Addiction: A Multiple Mediation Model Through Peer Relationship and Depression

Heavy use of the Internet may lead to profound academic problems in elementary students, such as poor grades, academic probation, and even expulsion from school. It is of great concern that Internet addiction problems in elementary school students have increased sharply in recent years. In this study, 58,756 elementary school students from the Henan province of China completed four questionnaires to explore the mechanisms of Internet addiction. The results showed that resilience was negatively correlated with Internet addiction. There were three mediational paths in the model: (a) the mediational path through peer relationship with an effect size of 50.0 percent, (b) the mediational path through depression with an effect size of 15.6 percent, (c) the mediational path through peer relationship and depression with an effect size of 13.7 percent. The total mediational effect size was 79.27 percent. The effect size through peer relationship was the strongest among the three mediation paths. The current findings suggest that resilience is a predictor of Internet addiction. Improving children's resilience (such as toughness, emotional control, and problem solving) can be an effective way to reduce Internet addiction behavior. The current findings provide useful information for early detection and intervention for Internet addiction.

Connections during crisis: Adolescents' social dynamics and mental health during COVID-19

Adolescence is a critical period for social development, which COVID-19 has dramatically altered. Quarantined youths had limited in-person interactions with peers. The present study used an intensive longitudinal design to investigate changes in interpersonal dynamics and mental health during COVID-19. Specifically, we investigated whether the associations between different social contexts-that is, "spillover"-changed during COVID-19 and whether changes in social interactions during COVID-19 was associated with changes in depressive symptoms. Approximately 1 year prior to the onset of COVID-19, 139 youths reported depressive symptoms and daily interactions with parents, siblings, and friends, every day for 21 days via online questionnaires. Shortly after schools closed due to COVID-19, 115 of these youths completed a similar 28-day diary. Analyses included 112 youths (62 girls; 73% Caucasian; Mage = 11.77, range = 8 to 15 in Wave 1) who completed at least 13 diary days in each data wave. Our results show that younger adolescents experienced significant decreases in negative and positive interactions with friends, whereas older adolescents showed significant decreases in negative interactions with friends and significant increases in positive interactions with siblings. As predicted, within-day spillover of positive interactions and person-level association of negative interactions increased within the family during COVID-19, whereas within-day spillover of positive interactions between family and friends decreased. We also found a dramatic increase in depressive symptoms. More negative interactions and fewer positive interactions with family members were associated with changes in depressive symptoms. Our study sheds light on how youths' social development may be impacted by COVID-19. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

The association between peer relationship and learning engagement among adolescents: The chain mediating roles of self-efficacy and academic resilience

Previous studies have shown that peer relationship affects learning engagement. And learning engagement plays a vital role in promoting knowledge acquisition and production, enhancing adolescents' academic success. However, few studies have focused on the mechanism between peer relationship and learning engagement. As such, based on Social Cognitive Theory, this study attempts to explore how peer relationship of adolescents is linked to learning engagement through the chain mediating roles of self-efficacy and academic resilience. The participants were 250 students who were selected via random sampling in a public middle school, in Eastern China, in June 2021. All the participants filled in the structured self-report questionnaires on peer relationship, self-efficacy, academic resilience, and learning engagement. The data were analyzed with structural equation modeling (SEM) in SPSS 24.0 and AMOS 24.0. Results indicated that peer relationship was directly and positively associated with learning engagement. Results also indicated that peer relationship was indirectly and positively associated with learning engagement via self-efficacy and academic resilience, respectively, and sequentially. More importantly, it was found that the direct effect was much lower than the indirect effects of which self-efficacy was the greatest. It is suggested that appropriate interventions and support should be provided to facilitate adolescents' peer relationship, self-efficacy, and academic resilience, thus promoting their learning engagement and academic success.

Forms of aggression, peer relationships, and relational victimization among Chinese adolescent girls and boys: roles of prosocial behavior

Through a sample of 686 Chinese adolescents (mean age = 13.73 years; 50% girls), we examined the compensatory and moderating effects of prosocial behavior on the direct and indirect associations between forms of aggression and relational victimization mediated by peer relationships among adolescent girls and boys. The results indicated that only adolescent girls’ relationally aggressive behaviors could be directly linked with their experiences of relational victimization, and both relationally and overtly aggressive adolescent boys and girls might be more often rejected by their peers, which, in turn, could make them targets of relational aggression. Next, we found that prosocial behavior indirectly counteracts the effects of aggression on relational victimization through reducing adolescents’ peer rejection and promoting adolescents’ peer attachment. In addition, relationally aggressive girls with high levels of prosocial behavior might be less rejected by peers; however, they might also have lower levels of peer attachment and be more likely to experience relational victimization. Last, adolescent boys scored higher on risks, but lower on the protective factors of relational victimization than girls, which, to some degree, might explain the gender difference in relational victimization. Finally, we discussed the theoretical and practical implications of these findings.

Informant-specific reports of peer and teacher relationships buffer the effects of harsh parenting on children's oppositional defiant disorder during kindergarten

Harsh and restrictive parenting are well-established contributors to the development of oppositional defiant disorder (ODD) among children. However, few studies have explored whether interpersonal relationships that develop outside the family environment attenuate the risk for ODD that is associated with harsh parenting. The current study tested multireporter measures of teacher-child closeness and peer acceptance as moderators of the association between harsh parenting and children's ODD as children's social worlds widen during the kindergarten year (N = 338 children, 48% girls, M age = 5.32 years). Harsh parenting interacted with peer nominations of peer acceptance and children's report of teacher-child closeness to predict children's ODD symptoms in the spring, adjusting for fall symptoms. Children exposed to harsh parenting exhibited greater symptom increases when they were less liked/accepted playmates and in the context of lower teacher-child closeness. However, harsh parenting was not associated with symptom change among children with higher levels of peer-nominated acceptance and those who reported closer relationships with teachers. There were no significant interactions using teacher's report of peer acceptance or teacher's report of teacher-child closeness. Findings highlight positive peer and teacher relationships as promising targets of intervention among children exposed to harsh parenting and support the importance of assessing multiple perspectives of children's social functioning.

Money for me and money for friend: An ERP study of social reward processing in adolescents and adults

Peer relations during adolescence contribute significantly to the development of socio-cognitive skills and pro-sociality. The current study probed the characteristics of adolescent socio-cognitive processing through a card game where they earn money for self and friend. We investigated the choice preference and temporal dynamics of information processing by measuring ERP responses to wins or losses (valence) directed toward self and friend (recipient). Choice data showed that despite adults and adolescents earning equivalent amounts across recipients combined, adults won significantly more for self than a friend; no such difference was found in adolescents. The ERPs in response to choice outcomes showed that the valence information was processed earlier (at P2) in adults, while it was processed later (at P3) in adolescents. Furthermore, a strong effect of recipient was present in adults later in the time course (at P3), while such an effect was weak in adolescents; if any, adolescents showed sensitivity to recipient information earlier at P2. These ERP data suggest a relatively equal allocation of the P3-mediated attentional process to both self and friend's outcomes in adolescents, which parallels the choice behavior. Collectively our results characterize adolescent pro-sociality toward friends, reflecting the importance of peer relationship during this unique developmental period.

Social-Emotional Functioning Explains the Effects of Physical Activity on Academic Performance among Chinese Primary School Students: A Mediation Analysis

OBJECTIVE

To examine the mediating effects of socioemotional and behavioral functioning in the association between physical activity and academic achievement in Chinese children.

STUDY DESIGN

Chinese children (n = 17 318; aged 6-11 years) from the Shanghai Children's Health, Education and Lifestyle Evaluation study in 2014 were the source of data. Children reported the time spent in moderate-to-vigorous physical activities (MVPA) during weekdays and weekends. Parents rated their children's socioemotional and behavioral difficulties. Head teachers rated the academic performance of each student. A mediation analysis with multiple mediators was performed to test the mediation effects of 5 socioemotional and behavioral variables (emotional problems, conduct problems, hyperactivity and inattention, peer relationship, and prosocial behaviors) in the association between MVPA and academic achievement, adjusting for demographic and health-related variables.

RESULTS

Results revealed that MVPA was positively associated with academic performance (b = 0.78; SE = .01; P < .001). Conduct problems, hyperactivity and inattention, and peer problems showed significant mediating effects in the association between MVPA and academic achievement, with hyperactivity and inattention being the strongest mediator (b = 0.38; SE = 0.04; P < .001) accounting for 49% of the total effect.

CONCLUSIONS

This study provides evidence that MVPA is associated with fewer socioemotional difficulties, which, in turn, is associated with better academic achievement. Promoting physical activity among school-aged children may benefit their overall development.

The Influence of Gratitude on the Meaning of Life: The Mediating Effect of Family Function and Peer Relationship

Objective: This study aimed to explore the influence of gratitude on the meaning of life of college students and the mediating effect of family function and peer relationships.

Methods: A total of 1,049 college students (mean age: 18.59 ± 0.96 years) were investigated by gratitude scale, family function scale, peer relationship questionnaire, and meaning of life scale.

Results: (1) Gratitude was positively correlated with meaning existence (r = 0.39, P < 0.05), meaning seeking (r = 0.23, P < 0.05), and peer relationship (r = 0.32, P < 0.05); meanwhile, it is also positively correlated with family function (r = 0.34, P < 0.05); (2) family function partially mediates the relationship between gratitude and meaning of life. Similarly, peer relationship partially mediates the relationship between gratitude and meaning of life.

Conclusion: The mediating model showed that grateful individuals can better sense the meaning of life by perceiving good family function and good peer relationships.

Physical Fitness and Peer Relationships in Spanish Preadolescents

Several studies have linked physical fitness (PF) with improvements in health, at a physiological and psychological level; however, there is little evidence of its relationship with health in the social field. Hence, the main aim of this study was to determine the existing relationship between PF and peer relations, as an indicator of social health in Spanish pre-teens. For that purpose, 642 participants aged 9 to 12 were chosen and given the high-priority Alpha Fitness battery in order to assess the PF, as well as the Classroom Social Experiences Query (CESC) to assess their social status. The results showed that those students with a better cardio-respiratory fitness obtained more nominations from their classmates in pro-sociality and positive status, and fewer in victimisation and negative status. Additionally, although to a lesser extent, muscular fitness was also related to a higher positive status and lower victimisation. The weight condition was also related to social behaviours, although the resulting data were differentiated by sex. While females with a standard weight stood out for their positive status, underweight males obtained worse results in positive status and fewer in negative status. These results all correspond with the aesthetic models imposed by society for females and males, respectively. These results show that PF is related to social health, which makes necessary the promotion of physical activity and the development of PF within the school environment, with attention to its relationship with the social health of the students.

Perceptions about interpersonal relationships and school environment among middle school students with asthma

OBJECTIVES

To examine interpersonal relationships involving peers and teachers and perceptions about school environment among middle school students with asthma in comparison to their healthy counterparts. The study also assesses asthma prevalence in a large sample of middle school students representing different geographic locations.

METHODS

Cross-sectional data were collected from 1059 middle school students in grades 6-8 enrolled in schools in a northeastern region of the United States. Students reported their chronic health conditions including asthma and completed questionnaires measuring perceptions about their relationships with peers and teachers as well as school environment. Analyses of covariance (ANCOVAs) were used to compare students with asthma and their healthy counterparts in the study variables.

RESULTS

Asthma was reported by 16.5% of the sample (n = 169). The rate was higher among minority students (23%) than their white counterparts (15%). Greater proportion of urban students (28%) reported asthma than rural (18%) and suburban (14%) students. Students with asthma reported significantly poorer relationships with peers (B = -1.74, p <.001) and teachers (B = -1.41, p =.009), and their perceptions about overall school environment (B = -1.30, p =.009) were also lower than their healthy counterparts. Race showed no significant effects on school factors.

CONCLUSION

Overall asthma prevalence was substantially higher than the national average of adolescent asthma, particularly those residing in the urban area. Poor perceptions of interpersonal relationships with peers and teachers among students with asthma may indicate compromised quality of life. Suboptimal interpersonal relationships and school environment need to be identified and adequately addressed, given their implications for asthma management at the school setting among middle school students.

Peer Relationships and Depressive Symptoms Among Adolescents: Results From the German BELLA Study

Background: Poor mental health affects adolescent development and is associated with health and social outcomes in later life. The current study uses cross-sectional data to explore the understudied aspects of peer relationships as a predictor of depressive symptom severity of adolescents in Germany. Method: Data from the German BELLA study were analyzed. We focused on the most recent measurement point of the BELLA study and analyzed data of 446 adolescents (aged 14-17 years). Peer relationship was measured using four items from the internationally established Patient-Reported Outcome Measurement Information System (PROMIS). Depressive symptoms were assessed via seven items of the German version of the Centre for Epidemiological Studies Short Depression Scale (CES-D). Hierarchical linear regression models were computed to explore the association between depressive symptoms and peer relationships. Hierarchical linear regression models served to determine the added predictive effects of each aspect of peer relationships. Result: The regression model showed that 22% of the variance of the severity of depressive symptoms could be explained by the quality of adolescents' peer relationships (F(1,444) = 125.65, p < 0.001). Peer acceptance has the most substantial unique contribution to peer relationship as a predictor of depressive symptom severity (Change in R 2 = 0.05; Change in F = 27.01, p < 0.001). The gender-specific analysis shows different trends for boys and girls. Conclusion: The quality of peer relationships is a significant predictor of adolescents' depressive symptoms severity. Improved peer acceptance, dependability, and ease of making new friends are significantly associated with reduced depression symptoms for Germany's adolescent population.

The Effect of Self-Disclosure on Loneliness in Adolescents During COVID-19: The Mediating Role of Peer Relationships

Long-term home isolation has had a certain impact on adolescents' enthusiasm for interpersonal communication and desire for self-disclosure during COVID-19. The purpose of this study was to explore the relationship between adolescents' self-disclosure and loneliness during COVID-19, and to analyze the mediating role of peer relationship in it. We conducted a cross-sectional study involving 830 Chinese adolescents (males: 47.5%, Mage14.25 years; females: 52.05%, Mage 14.19 years; Age range 12-15). Participants completed a self-reported survey that included sociodemographic, Jourard Self-Disclosure Scale, UCLA, and Peer Relationship Scale. The results showed that in the period of COVID-19, adolescents' self-disclosure affects loneliness through peer relationship, that is, the level of self-disclosure can significantly predict loneliness through peer relationship, and peer relationship plays a complete mediating role.

Peer Relationships and College Students' Cooperative Tendencies: Roles of Interpersonal Trust and Social Value Orientation

The current study investigated the relationship between peer relationships and cooperative tendencies in college students, and explored the mediating role of interpersonal trust and the moderating role of social value orientation in that relationship. A questionnaire was distributed to 406 college students, and the results showed that: (1) peer relationships significantly positively predicted cooperative tendencies; (2) interpersonal trust partially mediated the relationship between peer relationships and cooperative tendencies; and (3) social value orientation moderated the relationship between peer relationships and cooperative tendencies. In particular, prosocial college students were more susceptible to peer relationships than pro-self college students. The findings of the current study indicated that college students with good peer relationships and prosocial value orientation are more likely to show the willingness to cooperate.

Effects of economic regional differences and family on adolescents' aggressive behaviors: Perspective of ecosystem integration

INTRODUCTION

Based on the ecological systems theory and cumulative risk model, the current study aimed to determine the mediating effects of parenting styles, peer relationship, and psychological capital on family socioeconomic status and adolescents' aggressive behaviors, as well as the moderating effects of economic regional differences.

METHODS

In a cross-sectional design, 1271 Chinese adolescents were recruited to complete the MacArthur Scale, the short-form Egna Minnen av Barndoms Uppfostran, the Positive PsyCap Questionnaire, the peer support subscale in the Student Personal Perception of Classroom Climate, and the Aggression Questionnaire.

RESULTS

After controlling for gender and age, parenting style, peer relationship, and psychological capital not only mediated, but also constituted multiple chains mediation between family socioeconomic status and aggressive behaviors. Moreover, economic regional differences moderated the multiple chains mediation model between family socioeconomic status and aggressive behaviors.

CONCLUSION

The accumulation of multiple adverse factors increases the probability of inducing aggressive behaviors, and the development of psychological capital helps reduce the occurrence of aggressive behaviors in adolescents.

Developmental Trajectory of Inattention and Its Association With Depressive Symptoms in Adolescence: Peer Relationships as a Mediator

This study investigated the developmental trajectory of inattention symptoms as a predictor of later depressive symptoms in adolescence, and examined potential mediating role of peer relationships in this process. Participants were adolescents who were part of the large longitudinal panel study on Korean Youths, Korean Children & Youth Panel Survey 2010 (KCYPS 2010) of the National Youth Policy Institute (NYPI). Specifically, data were drawn from two cohorts of KCYPS that differed in participant age (Panel 1: 2003 birth cohort, n = 2,342, 48.2% girls; Panel 2: 2000 birth cohorts, n = 2,378, 40.0% girls). We analyzed data collected from 2010 to 2016 when children in panel 1 were 6-7 to 12-13 years old, and children in panel 2 were 9-10 to 15-16 years old. Results of latent growth modeling (LGM) were as follows. In Panel 1, the inattention symptoms increased from 9-10 to 12-13 years. Otherwise, the inattention symptoms decreased from 11-12 to 15-16 years in panel 2. Additionally, in both panels, initial status and slope of inattention significantly predicted later levels of depressive symptoms, and peer relationships partly mediated the association between inattention trajectory and depressive symptoms. The findings are discussed with respect to considering the growth of inattention and the quality of peer relationships as promising targets for early identification and intervention of depression in adolescents.

The effects of group art therapy on adolescents' self-concept and peer relationship: A mixed-method study

This study examined the effects of group art therapy on self-concept and peer relationships among adolescents using a mixed-method approach. Twelve recruited adolescents from a high school in Northern Taiwan attended weekly 2-h group art therapy sessions for 8 weeks. Through a discovery-oriented approach incorporating focus group interviews and individual interviews, qualitative results revealed that the participants started getting to know themselves better and were able to explore their inner selves while noticing their own emotions. Their self-concept also became more positive along with reduced negative self-concept, increased positive self-concept, and clearer visions towards future goals. Furthermore, the therapy modified adolescents' negative peer relationships by reducing their social anxiety and adjusting their complicated experiences. Participants were found to experience trustable, allied, and compassionate positive peer relationships while having reduced loneliness and improved social skills at the same time. Besides, the participants answered self-concept and peer relationship scales at pre- and post-interventions as well as a 12-month follow-up thereafter. Friedman test on the longitudinal data showed participants reporting consistently higher self-concept and peer relationship at post-intervention and 12-month follow-up than at the pre-intervention stage. Taken together, the findings duly support art therapy in boosting adolescents' self-concept and peer relationships.

[ Symptom Severity and the Role of Friendship in Children at a Child Guidance Center from Parents' Point of View]

By means of the Child Behavior Checklist (CBCL) it was assessed how much children who are attended to a child guidance center suffer from behavior problems and emotional distress. Furthermore, the interaction between straining and supporting influences was examined. Results show that symptom severity lies in the range of clinical significance. Children of divorced parents show more internalizing as well as externalizing problems than children of nuclear families. High social integration is correlated with lower psychic symptomatic - yet, this finding was dependent on family situation: While frequency to meet friends in children from nuclear families was correlated with lower symptomatic, this effect could not be found in children of divorced parents.

Chinese Primary School Students' Peer Relationship and Chinese Language Scores: The Chain Mediation Effect of Parental Involvement and Sense of Autonomy

This study investigated the internal mechanism of the relationship between primary school students' peer relationships and their performance in the Chinese language and literature. We constructed a chain mediation model, focused on the mediation effects of parental involvement and the sense of autonomy, on the correlation between peer relationships and performance in Chinese language scores. A questionnaire survey was conducted among 1,503 students in grades 4-6, and their parents, in three cities in Jiangsu Province. The result indicated the following: (1) there was a significant positive correlation between primary school students' peer relationships, parental involvement, sense of autonomy, and the level of Chinese language scores; (2) parental involvement and the sense of autonomy, respectively, mediate the relationship between peer relationships and Chinese language scores; (3) primary school students' parental involvement and sense of autonomy play a chain-like mediating role in the relationship between their peer relationships and Chinese language scores. The research results provide a reference for exploring the educational strategies of primary school students' Chinese literacy.

Improving typically developing children's acceptance toward children with autism via teaching with picture books

A quasi-experimental group design with repeated measures at pretest and posttest was employed to examine the effect of teaching with picture books about autism on improving typically developing children's acceptance and attitude toward children with autism in this study. The participants were children with autism and their typically developing peers in two regular elementary schools, one from Hangzhou (as experimental group) and the other from Ningbo (as control group). A six-week long teaching with picture books about autism was carried out for the thirty-six typically developing children in the experimental group. The typically developing children's attitude toward their classmate with autism was assessed before and after the experiment for both experimental and control groups. The results indicated that teaching with picture books about autism improved the peer's acceptance of children with autism in three domains: basic understanding, emotional attitude, and behavioral tendency, with high social validity. However, the quality of peer relationship between children with autism and their typically developing peers was not increased significantly during the study.

Stronger Empathy and Better Peer Relationship? One-Year Cross-Lagged Panel Analysis in Preschoolers

The development of empathy and the establishment of peer relationships significantly influence the quality of preschoolers' social lives. Past research consistently demonstrates a strong correlation between empathy and peer relationships. However, debates persist regarding causality. To provide evidence on this matter, we conducted a year-long longitudinal study involving 160 preschoolers at T1, with 137 children (mean age = 60.99 months, SD = 3.51; 66 males) retained at T2, 1 year later. Our study employed a two-wave design and cross-lagged panel analysis. Data on empathy and peer relationships were collected through empathy story tasks and peer nominations. For the analysis of peer nominations, we selected three centrality measures from social network analysis: degree centrality (number of direct friendships), closeness centrality (proximity between network members), and betweenness centrality (control/mediation of information exchange). Results from the cross-lagged panel analysis reveal that preschoolers' affective and cognitive empathy at T1 positively and significantly predict peer relationships at T2. Specifically, both forms of empathy predict degree centrality and closeness centrality. Additionally, hierarchical linear modeling indicates that, even after controlling for affective empathy, cognitive empathy significantly predicts both degree centrality and closeness centrality at T2. These findings underscore the importance of nurturing empathy, especially cognitive empathy, to enhance peer relationships among preschoolers. Consequently, educators can play a vital role in improving peer relationships by intervening in empathy development, promoting greater social interaction.

The relationship between self-esteem and mobile phone addiction among college students: The chain mediating effects of social avoidance and peer relationships

Introduction

Mobile phone addiction has a negative impact on the physical and mental health of college students, which has attracted extensive attention from scholars.

Methods

In this study, we investigated the mechanism of the influence of self-esteem on mobile phone addiction among 694 college students using the Self-Esteem Scale, the Mobile Phone. Addiction Scale, the Peer Relationship Scale and the Social Avoidance and Distress Scale.

Results

The results showed that (1) self-esteem significantly and negatively predicted mobile phone addiction; (2) self-esteem influenced mobile phone addiction through the mediating effect of social avoidance; (3) self-esteem influenced mobile phone addiction through the mediating effect of peer relationships; and (4) social avoidance and peer relationships played a chain mediating role in the influence of self-esteem on mobile phone addiction.

Discussion

These findings can help researchers and educators better understand the underlying mechanisms of the relationship between self-esteem and mobile phone addiction and to provide practical and effective operational suggestions for the prevention and intervention of mobile phone addiction among college students.

Disturbed sleep and patterns of psychiatric symptoms and function in a school-based sample of adolescents

BACKGROUND

Sleep problems are common in adolescence and often related to psychopathology and impaired functioning. However, most studies have used summative scores, and little is known about how adolescents with disrupted sleep perceive their specific symptoms and dysfunctions. This study explored differences in levels of psychiatric symptoms and functional ability between Swedish adolescents with and without self-reported disturbed sleep in a school-based sample.

METHODS

Swedish adolescents (n = 618, mean age 15.7+/-1.9yrs) answered the PROMIS pediatric measures for fatigue, anxiety, depression, pain interference, anger, physical activity and peer and family relationships. Logistic regression analyses were performed to assess differences between respondents with and without disturbed sleep.

RESULTS

Disturbed sleep was associated with higher levels of symptoms of fatigue, anxiety, depression, anger and pain interference, as well as lower functional abilities in terms of physical activity and peer- and family relationships. Adolescents reporting disturbed sleep generally displayed a pattern of impaired executive functioning, internal emotional distress and school- and sleep related worry and dysfunction, as compared to physical disability, aggressive behavior, stress and generalized worry.

CONCLUSIONS

The present study adds to the understanding of how disturbed sleep and specific psychiatric symptoms and functional ability are interrelated, which may also have clinical implications.

Peer network in math anxiety: A longitudinal social network approach

Regardless of age, math anxiety (i.e., adverse affective reactions in situations involving math) is associated with lower math achievement. Previous studies have investigated the role of adult figures (e.g., parents, teachers) in the development of children's math anxiety. However, given the importance of peer relationships during adolescence, we examined friendship selection and social influence on children's math anxiety using longitudinal peer network analyses. Throughout the academic semester, we found that children became more similar to their peers in math anxiety levels but did not form new peer networks based on their levels of math anxiety. These findings highlight the importance of peers' emotional reactions to math, which could influence future academic achievement and career aspirations considerably.

Social relationships and grit in English as a foreign language learning among high school students: A three-wave longitudinal study

This study examined the longitudinal reciprocal relations between students' grit and their perceptions of social relationships (teacher-student and peer relationships) in studying English as a foreign language (EFL). A total of 2,435 students from Grades 10-11 in China (Mage = 16.40 years old, 54.2% female) participated in the study on three occasions across 1 year. The three-wave cross-lagged analytic model results indicated that (a) peer relationship and grit reciprocally enhanced each other across both intervals; (b) the teacher-student relationship at Time 2 was influenced by Time 1 grit, but not vice versa. Nevertheless, the teacher-student relationship transactionally facilitated each other during the second interval (from Time 2 to Time 3). The multiple-group confirmatory factor analysis (MG-CFA) results indicated that such relations remained stable across gender. The study's findings contribute to ongoing research delineating the dynamic system between social relationships and grit in EFL learning. It also reveals that males and females benefit similarly during social communications with peers and their English language teachers. Implications for educational practices were discussed.