They Are Not All the Same: Defenders of Ethnically Victimized Adolescents.

Developing a comprehensive understanding of adolescents' defending behaviors in peer victimization incidents is crucial, as these behaviors are instrumental in preventing victimization in schools. Despite recent efforts to examine various defender subgroups and their characteristics, the heterogeneity in defending behaviors within the context of ethnic victimization remains unclear. To address this gap in knowledge, the current study examined naturally occurring subgroups of defenders in ethnic victimization incidents and investigated whether these subgroups differ in their socio-cognitive skills, class norms, and social status within peer relationships.

Trajectories of insomnia symptoms and insufficient sleep duration in early adolescents: associations with school stress.

Study Objectives: We examined how adolescents' sleep patterns (i.e. insomnia symptoms and sleep duration) change from early- to mid-adolescence and whether adolescents follow different trajectories.

Bystanders of ethnic victimization: Do classroom context and teachers' approach matter for how adolescents intend to act?

The study examined how adolescents' individual characteristics and class context are related to bystander behaviors in cases of ethnic victimization. The sample included 1065 adolescents in Sweden (M  = 13.12, SD = 0.

Why Do Immigrant and Swedish Adolescents Engage in Ethnic Victimization? Common and Distinct Underlying Factors.

Youth of immigrant background are at risk of experiencing victimization due to their ethnic or cultural background. However, limited knowledge is available regarding why youth victimize their immigrant peers, and whether the factors associated with engagement in ethnic victimization vary across adolescents of different background. To address this gap in knowledge, the present study aimed to elucidate the common or differential factors associated with engagement in ethnic victimization among immigrant and native youth.

Experiences of cultural clashes at home and ethnic victimization in school: "I live between two cultures, and neither of them understands me".

The present study aims to examine the extent to which adolescents of immigrant background experience acculturative stress (i.e., cultural clashes with parents and ethnic victimization in school) in multiple contexts, and the reasons why such stress takes a toll on their psychological functioning and views of themselves.

How Does Adolescents' Openness to Diversity Change Over Time? The Role of Majority-Minority Friendship, Friends' Views, and Classroom Social Context.

Young people are growing up in increasingly "super-diverse" societies, and show variations in how they approach diversity and embrace differences. Developing a good understanding of why some youth appreciate and value diversity whereas others do not is crucial in identifying ways to promote social interactions among different groups in broader society. The current study examined whether adolescents follow different trajectories in their views on diversity, and identified possible factors behind how they change over time.

Differences and Similarities between Perpetrators of Ethnic and Non-Ethnicity-Based Victimization.

Immigrant and minority youth are at risk of ethnic victimization. Despite an increasing number of studies that aim to understand the consequences of such negativity, relatively little attention has been paid to understanding who the perpetrators of ethnic victimization are. To address this gap in knowledge, the present study examined whether youth who victimize their peers due to their ethnic background are also those who engage in non-ethnicity-based victimization.

The Role of Perceived Inter-Ethnic Classroom Climate in Adolescents' Engagement in Ethnic Victimization: For Whom Does it Work?

Immigrant and minority youth are at risk of experiencing victimization due to their ethnic, cultural, or religious background. Despite an increasing number of studies that aims at understanding the consequences of being the target of such negative experiences, little attention has been paid to the factors that might counteract the occurrence of ethnic victimization. The present study aimed to address this gap in knowledge by investigating the possible role of school context.

How do Adolescents' Perceptions of Relationships with Teachers Change during Upper-Secondary School Years?

The student-teacher relationship has mostly been assumed to be static. This approach is limited in providing information on how relationships with teachers evolve over time, and how possible changes affect young people's adjustment. To address this gap in knowledge, the present study examined whether adolescents follow different trajectories in their perceptions of relationship with teachers and whether students on different trajectories differ from each other in their adjustment.

Adolescents' Engagement in Ethnic Harassment: Prejudiced Beliefs in Social Networks and Classroom Ethnic Diversity.

Research on ethnic victimization to date has done little to identify the reasons why adolescents victimize their peers due to their ethnic background. To address this limitation, we examined: (1) the extent to which prejudiced attitudes within adolescents' close and larger social networks determine their engagement in ethnic harassment, and (2) the extent to which classroom ethnic diversity plays a role in any such link. Our sample included 902 Swedish adolescents (M  = 14.

Ethnic Harassment and Immigrant Youth's Engagement in Violent Behaviors: Understanding the Risk Factors.

The present study aimed to examine whether ethnic harassment was related to violent behaviors among immigrant youth over time and to identify the risk factors. The sample comprised immigrant adolescents living in Sweden (N = 365; M  = 13.93, SD = 0.

Chinese Malaysian Adolescents' Social-Cognitive Reasoning Regarding Filial Piety Dilemmas.

This study examined the social-cognitive reasoning of 52 Chinese Malaysian preadolescents (9-12 years old; M = 11.02, SD = 0.94) and 68 adolescents (13-18 years old; M = 14.

Processes and conditions underlying the link between shyness and school adjustment among Turkish children.

This study examined the underlying processes and conditions that contribute to the school adjustment of shy children in Turkey, where children's interpersonal relationships in social settings and academic achievement are highly emphasized. First, we examined the unique mediating roles of children's feelings of social anxiety, depressive symptoms, and loneliness in the associations between shyness and indices of school outcomes (academic achievement and school liking/avoidance). Second, we explored the moderating role of children's peer acceptance in these associations.

Youth's Initiations of Civic and Political Discussions in Class: Do Youth's Perceptions of Teachers' Behaviors Matter and Why?

Teachers are thought to play an important role in fostering youth civic engagement; however, the current literature is limited with regard to providing concrete suggestions as to what teachers can do to promote youth civic engagement and why teachers have an impact on youth. To address these limitations, we simultaneously tested three alternative explanations to identify the critical way(s) in which perceived teachers' behaviors might contribute to youth civic engagement in school. We also investigated the underlying processes that may explain why youth's perceptions of teachers' behaviors matter, by focusing on the mediating roles of young people's feelings about politics and their political efficacy beliefs.

Understanding the Link Between Pubertal Timing in Girls and the Development of Depressive Symptoms: The Role of Sexual Harassment.

The link between sexual maturation, or pubertal timing, in girls and adolescent depressive symptoms is well-documented, but the underlying processes remain unclear. We examined whether sexual harassment, which has previously been linked to both pubertal timing and depressive symptoms, mediates this link, using a two-wave longitudinal study including 454 girls in 7th (M age  = 13.42, SD = .

Why and when is ethnic harassment a risk for immigrant adolescents' school adjustment? understanding the processes and conditions.

Ethnically harassed immigrant youth are at risk for experiencing a wide range of school adjustment problems. However, it is still unclear why and under what conditions experiencing ethnic harassment leads to school adjustment difficulties. To address this limitation in the literature, we examined two important questions.

Predicting the filial behaviors of Chinese-Malaysian adolescents from perceived parental investments, filial emotions, and parental warmth and support.

The present study examined the mediating role of perceived parental warmth and support in predicting Chinese Malaysian adolescents' filial behaviors from their age, perceived parental investments, and positive filial emotions toward their parents. The effects of these predictors were examined separately for mothers and fathers. Participants included 122 Chinese adolescents (M = 13.