College students in China during initial COVID-19 pandemic: Role of social media on attitudes toward preventive measures.

Objective: To examine the direct and indirect associations (through risk perceptions) between college students' social media use and their perceived importance of COVID-19 preventive measures. Participants and Method: 1,353 undergraduate students in China completed an online survey in 2020 Spring. Results: Participants reported high reliance on social media for COVID-19 updates, which was positively associated with perceived importance of preventive measures. Information-oriented social media use was associated with higher perceived importance of preventive measures not only directly but also indirectly via increased cognitive and emotional risk perceptions. Social-oriented media use, on the other hand, had a negative direct association with perceived importance of preventive measure as well as a positive indirect association via emotional risk perception. Conclusions: This study shows that social media are important information sources for college students during the early stage of the pandemic and their response to the pandemic was related to social media use.

Adolescent Experiences with Self-Asphyxial Behaviors and Problematic Drinking in Emerging Adulthood.

Self-asphyxial behavior to achieve a euphoric high (The Choking Game; TCG), occurs most often during early adolescence. Participants in TCG often engage in other risky behaviors. This study investigated the relationship between prior experience with TCG and problematic drinking behaviors in emerging adulthood. Emerging adults, 18 to 25 years old (N = 1248), 56% female, and 78% Caucasian completed an online survey regarding knowledge of and prior engagement in TCG and current drinking behaviors. Participants who personally engaged in TCG during childhood/adolescence or were familiar with TCG reported significantly more problematic drinking behaviors during emerging adulthood. Those present when others engaged in TCG but resisted participation themselves reported significantly less current problematic drinking behaviors than those who participated, but significantly more current problematic drinking behaviors than those never present. Emerging adults with increased social familiarity with TCG during adolescence endorsed greater problematic drinking behaviors. Results suggest resistance skills may generalize across time/activities.

Do Parenting Practices and Child Disclosure Predict Parental Knowledge? A Meta-Analysis.

Parental knowledge of a child's whereabouts, activities, and relationships is one of the most salient factors protecting adolescents against delinquency and misconduct. It is important to understand which strategies are the most effective. Little is known about the relative strength of associations between different parental strategies and parental knowledge, as well as the potential moderating factors of these associations. Seeking to clarify the effectiveness of various strategies in providing parents with knowledge about their adolescent (ages 10-18) offspring's activities and relationships, this meta-analytic review of 32 studies showed that children's disclosure was significantly better than any parental strategy except for parental warmth, which, along with behavioral control, seems to set the stage for the effectiveness of children's disclosure. Consistent with previous findings, psychological control was found to be the strategy with the lowest effect size. Further moderation analyses suggested that behavioral control had a better effect in Eastern than in Western cultures. Longitudinal studies were infrequent and displayed significantly lower effect sizes than one-time (correlational) studies for parental solicitation and children's disclosure. Parental warmth was the best long-acting strategy. The effect of behavioral control was higher for mothers than fathers, suggesting that behavioral control was better executed by mothers. These findings enhance our understanding of primary sources of parental knowledge of adolescents' activities and relationships. Implications for future research and design of interventions are also discussed.

Online Self-Presentation on Facebook and Self Development During the College Transition.

Self-presentation, a central element of young people's identity development, now extends from face-to-face contexts to social networking sites. Online self-presentation may change when youth transition to college, faced with the need to reclaim or redefine themselves in the new environment. Drawing on theories of self-presentation and self development, this study explores changes in youth's online self-presentation during their transition to a residential college. It also examines associations between online self-presentation and students' self-esteem and self-concept clarity. We surveyed 218 college freshmen (M age = 18.07; 64 % female, 79 % White) at the beginning and again at the end of their first semester. Freshmen's Facebook self-presentation became less restricted later in the semester. Broad, deep, positive, and authentic Facebook self-presentation was positively associated with perceived support from the audience, which contributed to higher self-esteem contemporaneously, though not longitudinally. Intentional Facebook self-presentation engaged students in self-reflection, which was related to lower self-concept clarity concurrently but higher self-esteem longitudinally. Findings clarified the paths from multifaceted online self-presentation to self development via interpersonal and intrapersonal processes during college transition.

Adolescent disclosure of information about peers: the mediating role of perceptions of parents' right to know.

Following the important insight that what parents know about their adolescent offspring depends primarily on what the child tells them, this study examines how attitudes about what parents have a right to know mediate the associations between several factors (quality of parent-child relationships, time spent with family and peers, levels of antisocial and prosocial behaviors, and gender and age) and adolescents' disclosures about peer relations. In two studies of early and middle adolescents (Ns = 231, 249; M ages = 14.5, 13.0; 62.3, 51.8 % female; 53.7, 67.5 % European American), a new measure of right-to-know attitudes is derived and then applied to four facets of adolescents' experiences with peers: details of activities with peers, issues in specific relationships, and positive and negative peer characteristics. The findings indicate that adolescents are more inclined to disclose certain aspects of their peer relations than others, but these inclinations are related to several factors-especially the quality of mother-child relationships and involvement in antisocial behavior-and mediated by adolescents' attitudes regarding what parents have a right to know about peers. The results are related to autonomy development and parental oversight of adolescent peer interactions.

Adolescents, organized activities, and peers: knowledge gained and knowledge needed.

Borrowing a framework used to study adolescent peer groups, this chapter relates key findings from chapters in this volume to the status or reputation that peers accord a given organized activity, the tendency of activities to channel adolescents toward some relationships and away from others, and the context for peer interactions created within an activity. Then, a conceptual model is presented urging more careful consideration of specific features of a given activity and the peers who participate in them when examining peer effects on activity participants' psychosocial outcomes.

Motives for using Facebook, patterns of Facebook activities, and late adolescents' social adjustment to college.

Previous studies have confirmed that Facebook, the leading social networking site among young people, facilitates social connections among college students, but the specific activities and motives that foster social adjustment remain unclear. This study examined associations between patterns of Facebook activity, motives for using Facebook, and late adolescents' social adjustment to the college environment. Anonymous self-report survey data from 193 mostly European American students (M age = 20.32; 54 % female) attending a major Midwestern university indicated that motives and activity patterns were associated directly with social adjustment, but the association between one activity, status updating, and social adjustment also was moderated by the motive of relationship maintenance. Findings provide a more comprehensive portrait of how Facebook use may foster or inhibit social adjustment in college.

The Disparity between Social Drinking Motives and Social Outcomes: A New Perspective on College Student Drinking.

Students report drinking for social reasons, yet the social benefits of alcohol use are less understood. Associations between social drinking motives, drinking behaviors, and college friendships were examined via in-person interviews with 72 college freshmen from a large Midwestern University. Social drinking motives were significantly associated with drinking behaviors; however, drinking behaviors were not associated with the number of new casual or close friends students made at college. Consistent with previous research, social motives predicted drinking behaviors; however drinking behaviors were unrelated to friendship outcomes. Drinking prevention campaigns might incorporate these findings in an effort to alter college freshmen's social alcohol expectancies.

Associations between online friendship and Internet addiction among adolescents and emerging adults.

The past decades have witnessed a dramatic increase in the number of youths using the Internet, especially for communicating with peers. Online activity can widen and strengthen the social networks of adolescents and emerging adults (Subrahmanyam & Smahel, 2011), but it also increases the risk of Internet addiction. Using a framework derived from Griffiths (2000a), this study examined associations between online friendship and Internet addiction in a representative sample (n = 394) of Czech youths ages 12-26 years (M = 18.58). Three different approaches to friendship were identified: exclusively offline, face-to-face oriented, Internet oriented, on the basis of the relative percentages of online and offline associates in participants' friendship networks. The rate of Internet addiction did not differ by age or gender but was associated with communication styles, hours spent online, and friendship approaches. The study revealed that effects between Internet addiction and approaches to friendship may be reciprocal: Being oriented toward having more online friends, preferring online communication, and spending more time online were related to increased risk of Internet addiction; on the other hand, there is an alternative causal explanation that Internet addiction and preference for online communication conditions young people's tendency to seek friendship from people met online.

Adolescents, peers, and motor vehicles: the perfect storm?

Motor-vehicle crashes are a leading cause of death among teenagers and in many instances appear linked to negative peer influences on adolescent driving behavior. This article examines a range of developmental and structural factors that potentially increase the risks associated with adolescent driving. Developmental risk factors for adolescents include a propensity toward engaging in deviant and risky behavior, a desire to please peers, and the potential cost to an adolescent of alienating peers with his or her behavior while driving. Structural features of the driving situation that create risks for negative peer influences on driving behavior include the inability of adolescents to look at peers who may be pressuring them, divided attention, the need to behave in a conventional manner among peers who may not value conventional behavior, and the lack of accountability by peers for the effects of any risky driving they promote. A range of potential peer influences are considered, including passive and active distraction and direct disruption of driving, as well as more positive influences, such as peer modeling of good driving behavior and positive reinforcement of good driving. Although the range of risk factors created by peers is large, this range presents a number of promising targets for intervention to improve teen driving safety.

Ethnicity and image: correlates of crowd affiliation among ethnic minority youth.

Because ethnicity is a basis for defining peer crowds in ethnically diverse American high schools, some may question whether crowds foster discrimination and stereotyping or affirm minority youths' positive ties to their ethnic background. Through examination of both self- and peer ratings of crowd affiliation among 2,465 high school youth aged 14-19 years, this study assesses the likelihood that African American, Asian American, Latino, and multiethnic adolescents are associated with ethnically defined crowds. Crowd affiliations are related to friendship patterns among all groups, positive features of ethnic orientation for Asian and Latino youth, but also some aspects of stereotyping and discrimination for Latinos. Results emphasize ethnic diversity in the role that peer crowds play in minority adolescents' social experiences.

Adolescent peer group identification and characteristics: a review of the literature.

This study provides an exhaustive review of 44 peer-reviewed quantitative or qualitative data-based peer-reviewed studies completed on adolescent peer group identification. Adolescent peer group identification is one's self-perceived or other-perceived membership in discrete teenage peer groups. The studies reviewed suggest that adolescent peer groups consist of five general categories differentiable by lifestyle characteristics: Elites, Athletes, Academics, Deviants, and Others. We found that the Deviant adolescent group category reported relatively greater participation in drug use and other problem behaviors across studies, whereas Academics and Athletes exhibited the least participation in these problem behaviors. Additional research is needed in this arena to better understand the operation of adolescent group labels.

Activities, engagement, and emotion in after-school programs (and elsewhere).

Experiences that are deeply engaging and enjoyable, engender full concentration, and present a balance between challenge and skill promote children's development. This chapter describes a study that sought to identify the kinds of settings and activities that foster engagement and, by extension, positive youth development. The after-school experiences of 191 ethnically diverse youth living in three states, some of whom participated in after-school programs and some of whom did not, were studied. Youth were equipped with logbooks and watches that were programmed to signal at random times. When signaled, youth recorded their location, social partners, activity, and feelings. The study found pervasive differences in the experiences at programs and elsewhere. Youth spent more time in academic and arts enrichment, organized sports and physical activities, community service, and homework at programs versus elsewhere, and they spent less time eating and watching TV at programs. They also reported higher levels of motivation, engagement, and positive affect at programs. At the same time, there were few differences in activities, emotions, effort, or motivation of program participants and nonparticipants when both groups were elsewhere. The similarities in these experiences while elsewhere suggest that the program context, not differences in youth characteristics or interests, was responsible for the feelings of engagement that were reported at programs.