Religious and Non-religious Activity Engagement as Assets in Promoting Social Ties Throughout University: The Role of Emotion Regulation.

Emerging adulthood is a time of many changes. For example, one change that occurs for a subset of emerging adults is leaving home and starting university. Importantly, the creation of social ties can aid in promoting positive adjustment during university.

Examining the link between adolescent brain development and risk taking from a social-developmental perspective (reprinted).

The adolescent age period is often characterized as a health paradox because it is a time of extensive increases in physical and mental capabilities, yet overall mortality/morbidity rates increase significantly from childhood to adolescence, often due to preventable causes such as risk taking. Asynchrony in developmental time courses between the affective/approach and cognitive control brain systems, as well as the ongoing maturation of neural connectivity are thought to lead to increased vulnerability for risk taking in adolescence. A critical analysis of the frequency of risk taking behaviors, as well as mortality and morbidity rates across the lifespan, however, challenges the hypothesis that the peak of risk taking occurs in middle adolescence when the asynchrony between the different developmental time courses of the affective/approach and cognitive control systems is the largest.

God will forgive: reflecting on God's love decreases neurophysiological responses to errors.

In religions where God is portrayed as both loving and wrathful, religious beliefs may be a source of fear as well as comfort. Here, we consider if God's love may be more effective, relative to God's wrath, for soothing distress, but less effective for helping control behavior. Specifically, we assess whether contemplating God's love reduces our ability to detect and emotionally react to conflict between one's behavior and overarching religious standards.

The triadic systems model perspective and adolescent risk taking.

In this special issue, Ernst (2014) outlines the triadic systems model, which focuses on the balanced interaction among three functional neural systems: the prefrontal cortex (regulation/control), striatum (motivation/approach), and amygdala (emotion/avoidance). Asynchrony in maturation timelines, coupled with less mature connectivity across brain regions, is thought to result in unique vulnerabilities for risk taking during the adolescent age period. Yet, the research evidence linking the triadic systems model to differences in risk taking across adolescence and adulthood is equivocal, and few studies have examined how neural development is associated with real-world behavior.

Examining the link between adolescent brain development and risk taking from a social-developmental perspective.

The adolescent age period is often characterized as a health paradox because it is a time of extensive increases in physical and mental capabilities, yet overall mortality/morbidity rates increase significantly from childhood to adolescence, often due to preventable causes such as risk taking. Asynchrony in developmental time courses between the affective/approach and cognitive control brain systems, as well as the ongoing maturation of neural connectivity are thought to lead to increased vulnerability for risk taking in adolescence. A critical analysis of the frequency of risk taking behaviors, as well as mortality and morbidity rates across the lifespan, however, challenges the hypothesis that the peak of risk taking occurs in middle adolescence when the asynchrony between the different developmental time courses of the affective/approach and cognitive control systems is the largest.

Institutional and personal spirituality/religiosity and psychosocial adjustment in adolescence: concurrent and longitudinal associations.

Spirituality/religiosity is hypothesized to promote positive adjustment among adolescents. The goals of this study were to assess the unique and joint associations between two dimensions of spirituality/religiosity--institutional and personal--and a range of domains of psychosocial adjustment (intrapersonal well-being, quality of parent-child relationship, substance use, and academic orientation) and to evaluate the direction of effects in these associations. Participants included 803 predominately Canadian-born adolescents (53 % female) from Ontario, Canada, who completed a survey in grade 11 and grade 12.

Does the direction of effects in the association between depressive symptoms and health-risk behaviors differ by behavior? A longitudinal study across the high school years.

Purpose: Adolescence is associated with the onset of depressive symptoms as well as significant increases in health-risk behaviors. Potential explanations for the direction of effects in the association between depressive symptoms and health-risk behaviors include the self-medication/acting out hypothesis (i.e.

A longitudinal study of the association between violent video game play and aggression among adolescents.

In the past 2 decades, correlational and experimental studies have found a positive association between violent video game play and aggression. There is less evidence, however, to support a long-term relation between these behaviors. This study examined sustained violent video game play and adolescent aggressive behavior across the high school years and directly assessed the socialization (violent video game play predicts aggression over time) versus selection hypotheses (aggression predicts violent video game play over time).

Stability and change in adolescent spirituality/religiosity: a person-centered approach.

Although there has been a substantial increase over the past decade in studies that have examined the psychosocial correlates of spirituality/religiosity in adolescence, very little is known about spirituality/religiosity as a domain of development in its own right. To address this limitation, the authors identified configurations of multiple dimensions of spirituality/religiosity across 2 time points with an empirical classification procedure (cluster analysis) and assessed development in these configurations at the sample and individual level. Participants included 756 predominately Canadian-born adolescents (53% female, 47% male) from southern Ontario, Canada, who completed a survey in Grade 11 (M age = 16.

Evaluating the direction of effects in the relationship between religious versus non-religious activities, academic success, and substance use.

This longitudinal study tested the influence of involvement and selection hypotheses for the association between religious versus non-religious activity involvement and two salient indicators of adolescent psychosocial adjustment (substance use and academic achievement). Participants included 3,993 Canadian adolescents (49.4% girls) who were surveyed each year from grades 9-12.

Just another club? The distinctiveness of the relation between religious service attendance and adolescent psychosocial adjustment.

This study used hierarchical linear modeling to compare longitudinal patterns of adolescent religious service attendance and club attendance, and to contrast the longitudinal relations between adolescent adjustment and religious service versus club attendance. Participants included 1050 students (47% girls) encompassing a school district in Canada, who completed the survey first in grade nine and again in grades 11 and 12. Results demonstrated that patterns of religious service attendance over time were quite different from other clubs.

Linking academic social environments, ego-identity formation, ego virtues, and academic success.

This study used Structural Equation Modeling to test an Eriksonian conceptual model linking academic social environments (relationships with faculty and fellow students), ego-identity formation, ego virtues, and academic success. Participants included 765 first-year students at a university in southern Ontario, Canada. Results indicated that supportive relationships with faculty was directly related to higher average grades and perceived academic ability, whereas positive relationships with fellow students was indirectly related to academic success through ego virtues.