Teachers' Implementation of the Identity Project Is Associated With Increases in U.S. High School Students' Ethnic-Racial Identity Exploration.

Ethnic-racial identity formation has significant consequences for positive youth development. Existing findings support the efficacy of the Identity Project, a school-based ethnic-racial identity intervention, when delivered by researchers; however, effectiveness of the program when delivered by teachers is unknown. This study examined changes in adolescents' (N = 180; 42.2% male, 50.6% female, 6.7% another gender identity; Mage = 14.11, SD = 0.33; 38.3% Latinx, 33.9% White, 15.0% Black, 9.4% Asian American, 3.3% another ethnoracial background) ethnic-racial identity exploration as a function of their teachers' implementation of the Identity Project. Findings indicated that ethnic-racial identity exploration significantly increased from pretest to posttest, and this did not vary based on familial ethnic-racial socialization, student-teacher ethnoracial match/mismatch, gender, immigrant status, or ethnoracial background. This study provides preliminary evidence that U.S. educators can be trained to efficaciously implement the Identity Project with high school students and, furthermore, that this approach to program dissemination may not only facilitate scale-up but also result in greater gains for adolescents relative to research-led implementations.

Ethnic-Racial Identity Developmental Trajectories Across the Transition to College.

There is limited longitudinal research examining multiple ethnic-racial identity (ERI) components from adolescence into young adulthood. The current study modeled Latino adolescents' ERI trajectories across the college transition (N = 206; Mage = 18.10 years, SD = 0.41; 65.0% female). Longitudinal data from a survey administered on five occasions across 3 years were analyzed using multilevel growth modeling. Prior to college, Latino heritage culture orientation was positively associated with ERI exploration and resolution. ERI exploration increased over time. ERI resolution was high with no average change; Latino heritage culture orientation predicted variability in resolution over time. Before college, male-identifying youth reported higher ERI public regard from teachers/professors compared to female-identifying youth. Public regard increased to a greater extent for female compared to male adolescents. The findings join evidence for lifespan and intersectional models of ERI development.

Examining Ethnic-Racial Identity Negative Affect, Centrality, and Intergroup Contact Attitudes Among White Adolescents.

Given persisting systemic inequities, rising white nationalism, and an increasingly diverse ethnic-racial population, there is a need for empirical research on how White youth develop anti-racist competencies during adolescence. Indicators of adolescents' ethnic-racial identity (ERI), such as ERI negative affect and centrality may play an important role in this process and are important to examine specifically for White youth because they involve feelings and beliefs about membership in a group socially perceived to be dominant. In fact, ERI negative affect and centrality may operate as unique mechanisms through which White youth develop attitudes about interacting with different ethnic-racial groups. Accordingly, the current study used a prospective longitudinal design to test whether White youth's (N = 1243; Mage = 16.09, SD = 1.20; 47% female, 53% male) ERI negative affect and centrality predicted their ethnic-racial intergroup contact attitudes across a school year. Multivariate path analysis indicated that higher centrality at the beginning of the school year predicted greater avoidance attitudes later in the school year, adjusting for earlier avoidance attitudes. The interaction between ERI negative affect and centrality was marginally significant in predicting later avoidance and approach attitudes. The findings suggest that ERI may function as a mechanism through which White youth develop intergroup contact attitudes.

"So, like, it's all a mix of one": Intersecting contexts of adolescents' ethnic-racial socialization.

Cultural-ecological theories posit that ethnic-racial identity (ERI) development is shaped by transactions between contexts of ethnic-racial socialization, yet research considering intersections among multiple contexts is limited. In this study, Black, Latino, White, and Asian American adolescents (N = 98; Mage  = 16.26, SD = 1.09; 55.1% female identifying) participated in surveys and focus group discussions (2013-2014) to share insights into ERI development in context. Using consensual qualitative research, results indicated: (a) family ethnic-racial socialization intersects with community-based, peer, media, and school socialization; (b) ethnic-racial socialization occurs outside family through intersections between peer, school, community-based, and media settings; and (c) ethnic-racial socialization is embedded within systems of racial oppression across contexts. Discussion includes implications for future research and interventions supporting youth ERI.

Ethnic-Racial discrimination experiences predict Latinx adolescents' physiological stress processes across college transition.

Consistent with conceptual frameworks of ethnic-race-based stress responses, and empirical evidence for the detrimental effects of ethnic-racial discrimination, the current study hypothesized that experiencing more frequent ethnic-racial discrimination during adolescence would predict differences in physiological responses to psychosocial stress across the college transition. U.S. Latinx adolescents (N = 84; Mage = 18.56; SD = 0.35; 63.1% female; 85.7% Mexican descent) completed survey measures of ethnic-racial discrimination during their final year of high school and first college semester (~5 months later), as well as a standard psychosocial stressor task during their first college semester. Repeated blood pressure and salivary cortisol measures were recorded to assess cardiovascular and neuroendocrine activity at baseline and stress reactivity and recovery. Data were analyzed using multilevel growth models. Experiencing more frequent ethnic-racial discrimination in high school, specifically from adults, predicted higher baseline physiological stress levels and lower reactivity to psychosocial stress during the first college semester, evidenced by both blood pressure and cortisol measures. Experiencing ethnic-racial discrimination from peers in high school also predicted higher baseline blood pressure in college, but not stress reactivity indices. Results were consistent when controlling for concurrent reports of ethnic-racial discrimination, gender, parents' education level, body mass index, oral contraceptive use, time between longitudinal assessments, depressive symptoms, and general perceived stress. Experiencing frequent ethnic-racial discrimination during adolescence may lead to overburdening stress response systems, indexed by lower cardiovascular and neuroendocrine stress reactivity. Multiple physiological stress systems are sensitive to the consequences of ethnic-racial discrimination among Latinx adolescents transitioning to college.

Adolescents' ethnic-racial centrality moderates effect of school-based intervention on ethnic-racial identity exploration.

Research suggests that the process of adolescents exploring and developing clarity about their ethnic-racial identity (ERI) is an important developmental competency. However, the extent to which individuals view their ERI as central to their overall self-concept (i.e., ERI centrality) informs the degree to which they choose to explore their ERI, potentially moderating ERI development. Utilizing data from a randomized controlled trial of a school-based intervention focused on increasing adolescents' ERI exploration, the current study examined whether the intervention effect was moderated by adolescents' baseline ERI centrality. Study participants (N = 218; Mage = 15.02; 49% female; 63% ethnic-racial minority; 28% free/reduced lunch) attended a high school in the southwest United States. Moderation analyses indicated that adolescents' ERI centrality at baseline (1-week pretest) significantly moderated the intervention's effect on Time-2 ERI exploration (12-week posttest). Further analyses of simple slopes revealed that the intervention produced significant increases in Time-2 ERI exploration (relative to attention control) for adolescents with average and higher (+1 SD) levels of ERI centrality at baseline, but not for those with lower levels of ERI centrality at baseline (-1 SD), which suggests ERI centrality may have encouraged participant engagement with the intervention. Sensitivity analyses accounting for baseline to posttest changes in ERI exploration and examining long-term effects of the intervention on exploration provided additional support for the specificity of this moderated intervention effect to the 12-week posttest. Our findings are consistent with notions from social identity theory as well as previous research that suggests that ERI centrality encourages ERI exploration among adolescents. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Measurement equivalence testing of the American Identity Questionnaire across Black, Latino, and White adolescents.

OBJECTIVES: The current study examined the psychometric properties of the American Identity Questionnaire (Phinney & Devich-Navarro, Journal of Research on Adolescence, 1997, 7, 3). American identity has been associated with societal and personal benefits for ethno-racially diverse populations, but limited research has assessed whether American identity measures function equivalently across members of different groups. Thus, the current study examined the measurement equivalence and construct validity of the American Identity Questionnaire among Black, Latino, and White adolescents. METHOD: Using a cross-sectional design, adolescents completed self-administered surveys during regular school time. The current study included U.S.-born adolescents (N = 1,326; M age = 16.16 years; SD = 1.12; 53% female) who self-identified as either Black (n = 315), Latino (n = 345), or White (n = 666). RESULTS: Multigroup confirmatory factor analysis was carried out using ethnic-racial group membership as the grouping variable. Findings suggested that the American Identity Questionnaire demonstrated configural (equivalent factor structures) and metric (equivalent factor loadings) invariance across the three groups. Partial scalar invariance was supported after allowing one item intercept to be freely estimated among Latino youth. Regarding construct validity, American identity was positively associated with self-esteem and personal identity, and negatively associated with depressive symptoms across the three groups. CONCLUSIONS: Findings suggest that the American Identity Questionnaire can be used to assess associations between American identity and other constructs with samples of Black, Latino, and White adolescents. Mean-level comparisons across the three groups may also be possible. Construct validity results indicated that American identity was positively associated with adolescents' psychosocial adjustment. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

Contextual Moderators of a School-Based Ethnic-Racial Identity Intervention: The Roles of Family Ethnic Socialization and Ethnic-Racial Background.

Ethnic-racial identity (ERI) formation is a key developmental competency that contributes to adolescents' sense of self and psychosocial adjustment. A randomized controlled trial (RCT) has demonstrated the efficacy of a universal school-based health promotion intervention program to positively influence adolescents' ERI exploration and ERI resolution, compared to an attention control curriculum that was delivered by the same facilitators, had equivalent contact hours, and focused on post-secondary career and educational options. The current study extended prior tests of the RCT to better understand (a) how intervention-based ERI changes unfolded over two phases-temporally proximal pre- to post-test effects and long-term post-test effects across a 1-year follow-up period, and (b) identify for whom the intervention was more effective by testing theorized contextual moderators-baseline family ethnic socialization practices and youth ethnic-racial background (i.e., White majority vs. ethnic-racial minority). Bilinear spline growth models were used to examine longitudinal ERI trajectories in intervention and control groups across four survey assessments (baseline, 12 weeks, 18 weeks, 67 weeks; N = 215; Mage = 15.02; 49.1% female; 62.6% ethnic-racial minority). In support of an additive effect for the role of families in school-based interventions, post-test ERI exploration significantly increased (relative to the control group) to a greater extent for youth with higher (compared to lower) baseline levels of family ethnic socialization. ERI resolution significantly increased from pre- to post-test for ethnic-racial minority youth and also increased across the 1-year follow-up period for White youth in the intervention. These results highlight family ethnic socialization as a developmental asset for school-based ERI interventions and demonstrate differential pathways by which such interventions support ERI development for ethnic-racial minority and majority adolescents.

Negative affect reactivity to stress and internalizing symptoms over the transition to college for Latinx adolescents: Buffering role of family support.

Affect reactivity to stress may play a role in the development of internalizing symptoms during the college transition, a critical developmental juncture for Latinx adolescents, the largest ethnic minority group on college campuses. This study examined whether affect reactivity during high school is associated with internalizing symptoms in college and explored two potential protective factors, perceived family and peer support. Participants were 209 Latinx adolescents (Mage = 18.10; 64.4% female) who completed standard surveys and four diary assessments per day over 7 days (N > 4,500 momentary observations). First, to measure affect reactivity, we assessed whether perceived stress was associated with negative affect at the momentary level during high school (senior year). Second, we tested whether affect reactivity predicted internalizing symptoms during the first year of college. Third, we tested whether perceived family or peer support buffered the negative consequences of affect reactivity. Results indicated statistically significant within- and between-person associations between stress and negative affect. Moreover, affect reactivity significantly predicted depressive, but not anxiety, symptoms. Buffering was found for family, but not peer, support. Findings extend previous research by detecting associations between momentary affect reactivity and internalizing symptoms during a sociocultural shift in Latinx adolescents' lives and have implications for culturally appropriate programs to prevent depressive symptoms.

Testing invariance of ethnic-racial discrimination and identity measures for adolescents across ethnic-racial groups and contexts.

Ethnic-racial discrimination experiences, ethnic-racial identity (ERI) development, and attitudes toward other ethnic-racial group contact all make important contributions to individuals' health and well-being. Absent from the literature is systematic examination of whether these constructs may be measured equivalently for adolescents from different ethnic-racial groups living in different contexts. In 2 large ethno-racially diverse samples of high school students in the Southwestern (N = 2,136) and Midwestern (N = 1,055) United States, the current study tested invariance of 4 widely used measures, including Adolescent Discrimination Distress Index (Fisher, Wallace, & Fenton, 2000), Ethnic Identity Scale-Brief (Douglass & Umaña-Taylor, 2015), Multidimensional Inventory of Black Identity-Teen (Scottham, Sellers, & Nguyên, 2008), and Multigroup Ethnic Identity Measure-Other Group Orientation (Phinney, 1992). Results from multigroup confirmatory factor analyses supported configural and metric but not scalar invariance across Asian, Black, Latinx, Native, and White American adolescents, and across geographic regions for Asian, Black, and White American adolescents. Results demonstrate the utility of these measures to examine whether associations with theoretically related constructs differ across groups and regions, but specific items preclude mean-level group difference tests for certain groups. Supporting convergent validity across ethno-racially diverse adolescents in 2 regions, scores on ethnic-racial discrimination from peers, adults in school, and other adults in society were each positively associated with depressive symptoms; ERI exploration, resolution, affirmation, centrality, and public regard scores were each positively associated with self-esteem; and other group orientation scores were positively associated with ERI achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved).

Reducing cultural mismatch: Latino students' neuroendocrine and affective stress responses following cultural diversity and inclusion reminder.

Cultural mismatch theory suggests that a poor fit between the cultural values endorsed by individuals and the institutions to which they belong results in emotional distress and activation of physiological stress processes, particularly for underrepresented groups. To test a novel paradigm for reducing perceptions of this cultural mismatch, the current experiment evaluated whether reminding first-year Latino university students (N = 84; Mage = 18.56; SD = 0.35; 63.1% female; 85.7% Mexican descent; 65.5% first-generation college students) about institutional support for cultural diversity and inclusion would reduce neuroendocrine and affective responses to psychosocial stress. Prior to completing a modified version of the Trier Social Stress Test, participants were randomly assigned to view either a video conveying university commitment to cultural diversity and inclusion (n = 45) or a control video (n = 39) depicting a campus tour. Five saliva samples assayed for cortisol and corresponding negative affect measures were collected to assess stress reactivity and recovery patterns (pre-task baseline, post-task +30 min, +45 min, +60 min, +75 min). Repeated measures data were analyzed using bilinear spline growth models. Viewing the culture video (compared to control) significantly reduced cortisol reactivity to the TSST and post-task negative affect levels, specifically for students endorsing higher Latino cultural values (e.g., familism, respect). Post-task cortisol levels were also reduced for students endorsing higher U.S. mainstream cultural values (e.g., self-reliance, competition). Results provide novel evidence for cultural diversity in stress responsivity and individual variation in approaches to reduce perceived cultural mismatch.

Daily rumination about stress, sleep, and diurnal cortisol activity.

Rumination is an involuntary cognitive process theorized to prolong arousal and inhibit proper emotion regulation. Most available research has examined individual differences in cognitive dispositions to ruminate about stress as a risk marker for psychopathology and other health problems. This intensive longitudinal study extended previous research by examining day-to-day associations of rumination about stress with objectively-measured actigraph-based sleep and diurnal salivary cortisol activity. Sixty-one healthy participants (Mage = 20.91) completed up to five ecological momentary assessments (EMA) each day and wore actigraph wristwatches for eight days (N = 488). On three of these days, participants provided five saliva samples assayed for cortisol (N = 910). On average, greater daily stress levels were associated with shorter sleep duration and higher waking cortisol levels. In day-to-day analyses, greater daily stress levels, when combined with ruminating about daily stress more than usual, was associated with higher waking cortisol levels the following morning. Ruminating more than usual about daily stress, in the context of low-stress days, was also associated with flatter diurnal cortisol slopes the next day. These findings highlight the potential influences of daily stress, and rumination about stress, on sleep and diurnal cortisol activity - two important markers of health and well-being.

Event-related clinical distress in college students: Responses to the 2016 U.S. Presidential election.

Objectives: College students have cited the 2016 U.S. presidential election as a significant source of stress. The current study examined the prevalence and demographic correlates of clinically significant election-related avoidance and intrusion symptoms among college students 2-3 months after the election. Participants: College students attending a large public university (N = 769; Mage = 19.19; 48.2% female; 58.4% White) were surveyed in January and February 2017. Methods: Participants completed a validated measure of clinically significant event-related distress symptoms (eg, intrusive thoughts, avoidance) and demographic questions. Results: One out of four students met criteria for clinically significant symptoms related to the election. Regression analyses suggested that sex, political party, religion, and perceived impact of the election on relationships were more useful predictors of stress symptoms than race or social class. Conclusions: The high level of event-related distress is concerning because elevated symptoms of event-related stress are predictive of future distress and subsequent PTSD diagnoses.

Latino adolescents' daily bicultural stress and sleep: Gender and school context moderation.

OBJECTIVE: Bicultural stress (i.e., challenge arising from navigating 2 cultural contexts) has significant consequences for Latino youth's health, but researchers have yet to examine the implications of bicultural stress for adolescents' sleep. The goals of this study were to examine whether individual and day-to-day (within-person) differences in bicultural stress were associated with Latino adolescents' sleep onset latency (i.e., time to fall asleep), sleep midpoint (i.e., sleep schedule), sleep duration (i.e., time asleep), and subjective sleep quality. METHOD: Participants were 209 Latino late adolescents (Mage = 18.10 years; 64.4% female) attending over 90 different high schools who completed 7 daily diary surveys while wearing actigraph wristwatches (N = 1,320 daily observations). Participants also reported sleep problems in a standard survey. Statistical interactions were tested to assess moderation by gender and coethnic school composition. RESULTS: On average, more bicultural stressors across the week were associated with lower average sleep duration and more sleep problems for male (compared to female) adolescents and youth attending schools with higher (compared to lower) Latino student enrollment. Regarding day-to-day differences, more daily bicultural stressors than usual predicted longer sleep onset latency that night for male adolescents, earlier sleep midpoint that night, and less sleep duration that night for youth attending higher Latino-enrollment schools. CONCLUSIONS: Latino adolescents' everyday experiences of bicultural stress relate to differences in sleep duration, timing, and quality, with important variation by gender and school context. Results advance existing theory regarding social position factors that differentiate the health implications of bicultural stress for Latino youth. (PsycINFO Database Record (c) 2020 APA, all rights reserved).

Latino adolescents' cultural values associated with diurnal cortisol activity.

Hypothalamic-pituitary-adrenal (HPA) axis activity has been identified as a mechanism through which daily life stress contributes to health problems and racial/ethnic health disparities. Stress-related changes in neuroendocrine function are evident as early as adolescence, but the ways in which promotive cultural factors may also contribute to variation in diurnal HPA activity have received little empirical attention. Grounded in cultural models of resilience, dual dimensions of Latino adolescents' cultural values (ethnic heritage and U.S. mainstream) were examined as promotive and protective factors in relation to their diurnal salivary cortisol patterns using ecological momentary assessment (N = 209; Mage = 18.10; 64.4% female). Participants provided 5 daily saliva samples for 3 days while completing corresponding electronic diary reports and using time-sensitive compliance devices (track caps, actigraphs). Results from 3-level growth curve models indicated that higher U.S. mainstream cultural values (e.g., self-reliance, competition, material success) were associated with higher average waking cortisol levels and a more rapid rate of diurnal cortisol decline (i.e., "steeper" slope). Regarding situational deviations from the diurnal rhythm (within-person differences), cortisol levels were higher in relation to diary-reported ongoing stress (vs. completed). Accounting for these situational differences in stress timing, a cross-level interaction (i.e., between-person difference in within-person process) indicated that higher perceived stress than usual was associated with lower cortisol levels for adolescents with stronger alignment to Latino ethnic heritage values (e.g., familism, respect, religiosity), compared to relatively higher cortisol levels for those with less alignment to these values. Results were consistent adjusting for participants' sex, immigrant generation, parents' education level, depressive symptoms, medication use, sleep duration, and other self-reported health behaviors. These findings join the growing science of cultural neurobiology by demonstrating the promotive and potentially regulating influence of cultural values in the daily HPA functioning of Latino adolescents.

Cultural neurobiology and the family: Evidence from the daily lives of Latino adolescents.

Culturally linked family influences during adolescence are important predictors of health and well-being for Latino youth, yet few studies have examined whether these familial influences are associated with indicators of typical physiological stress processes. Following a cultural neurobiology framework, we examined the role of family in the everyday lives of Latino adolescents (N = 209; Mage = 18.10; 85.1% Mexican descent; 64.4% female) by investigating familism values and perceptions of parent support as well as daily family assistance behaviors in relation to hypothalamic-pituitary-adrenal axis diurnal patterns, indexed by salivary cortisol five times a day for 3 weekdays. Three-level growth curve analyses revealed that perceptions of parental support were associated with greater cortisol awakening responses, whereas familism values were not associated with diurnal cortisol patterns. In day-to-day analyses, assisting family during the day (compared to not assisting family) was associated with lower waking cortisol levels and flatter diurnal slopes the next day. Our findings highlight the dynamic associations and multiple time courses between cultural values and behaviors, daily experiences, and physiological stress processes for Latino adolescents. Further, we identified important cultural risk and promotive factors associated with physiological regulation in daily life and potential pathways toward health outcomes in adulthood.

Negative body talk measures for Asian, Latina(o), and White women and men: Measurement equivalence and associations with ethnic-racial identity.

Negative body talk measures have been developed with predominantly White, female samples. We tested measurement invariance (equivalence) of two available negative body talk scales for Asian, Latina(o), and White college women and men in the U.S. In Study 1 (n = 1501 women; n = 1436 men), multiple group confirmatory factor analyses indicated scalar (strong) invariance across groups for the Negative Body Talk (Engeln-Maddox, Salk, & Miller, 2012) and Male Body Talk (Sladek, Engeln, & Miller, 2014) scales, suggesting these measures can be used to test mean group differences. Ethnic group comparisons adjusting for body mass index (BMI) showed similarities overall; few differences that emerged had small effect sizes. In Study 2 (n = 227 women; n = 141 men), greater ethnic-racial identity resolution was associated with less frequent negative body talk for Latina and Asian women but more frequent muscularity-focused negative body talk for Asian men, adjusting for BMI.

Body Dissatisfaction and Its Correlates in 5- to 7-Year-Old Girls: A Social Learning Experiment.

There is limited research on cognitive risk factors for eating disorders among young girls despite accumulating evidence that body dissatisfaction and thin-ideal internalization can begin to occur between 3 and 5 years of age. To improve upon the existing literature and significantly contribute to the prevention and intervention literature, the current study examined body dissatisfaction, thin-ideal internalization, and self-objectification in girls between 5 and 7 years of age. The sample consisted of 151 mother-daughter dyads with 63 five-year-olds, 39 six-year-olds, and 49 seven-year-olds. Girls were interviewed about their body dissatisfaction, thin-ideal, and self-objectification. In addition, all mothers and daughters participated in an individual and joint mirror experiment. Levels of body dissatisfaction were consistent across 5- to 7-year-olds. Thin-ideal internalization was higher among 5-year-olds than 6- and 7-year-olds. In contrast, self-objectification was higher among 6- and 7-year-olds than 5-year-old girls. Mother's body dissatisfaction significantly and positively predicted daughter's body dissatisfaction during the joint mirror experiment. Similarly, mother's body satisfaction significantly and positively predicted daughter's body satisfaction. Results from this study suggest that girls model their mothers' self-body talk. In addition, girls will change their positive or negative body responses after being exposed to their mothers' response.

Development and validation of makeup and sexualized clothing questionnaires.

BACKGROUND: Body acceptance programs on college campuses indicated that collegiate women often report feeling pressure to dress in a sexualized manner, and use makeup to enhance beauty. Currently, no quantitative measures exist to assess attitudes and daily behaviors that may arise in response to perceived pressure to wear makeup or dress in a provocative manner. The goal of the current studies was to develop brief self-report questionnaires aimed at assessing makeup and sexualized clothing use and attitudes in young women. METHODS: An exploratory factor analysis in a sample of 403 undergraduate women was used in Study 1 to create items to measure the pressure women feel to wear makeup and sexualized clothing. A confirmatory factor analysis (N = 153) was used in Study 2 to confirm the factor structure found in Study 1. An incremental validity analysis was also conducted in Study 2. Across both studies, participants completed online questionnaires. RESULTS: In Study 1, items were developed for two questionnaires to assess perceived pressure to wear makeup and discomfort when not wearing makeup, and perceived pressure to wear sexualized clothing, and body image concerns with regards to sexualized clothing. The exploratory factor analyses revealed Unconfident and Unease scales for the Makeup Questionnaire (MUQ) and Body Dissatisfaction and Pressure scales for the Sexualized Clothing Questionnaire (SCQ). In Study 2, the confirmatory factor analyses confirmed the factor structure for the MUQ and SCQ. The incremental validity analysis revealed that these measures can be used to predict self-objectification and shape and weight concern in women. CONCLUSION: These studies provide preliminary support for the factor structure of two novel questionnaires aimed at assessing perceived pressure to wear makeup and sexualized clothing.

Adolescents' technology and face-to-face time use predict objective sleep outcomes.

OBJECTIVES: The present study examined both within- and between-person associations between adolescents' time use (technology-based activities and face-to-face interactions with friends and family) and sleep behaviors. We also assessed whether age moderated associations between adolescents' time use with friends and family and sleep. DESIGN: Adolescents wore an actigraph monitor and completed brief evening surveys daily for 3 consecutive days. PARTICIPANTS: Adolescents (N=71; mean age=14.50 years old, SD=1.84; 43.7% female) were recruited from 3 public high schools in the Midwest. MEASURES: We assessed 8 technology-based activities (eg, texting, working on a computer), as well as time spent engaged in face-to-face interactions with friends and family, via questions on adolescents' evening surveys. Actigraph monitors assessed 3 sleep behaviors: sleep latency, sleep hours, and sleep efficiency. RESULTS: Hierarchical linear models indicated that texting and working on the computer were associated with shorter sleep, whereas time spent talking on the phone predicted longer sleep. Time spent with friends predicted shorter sleep latencies, while family time predicted longer sleep latencies. Age moderated the association between time spent with friends and sleep efficiency, as well as between family time and sleep efficiency. Specifically, longer time spent interacting with friends was associated with higher sleep efficiency but only among younger adolescents. Furthermore, longer family time was associated with higher sleep efficiency but only for older adolescents. CONCLUSION: Findings are discussed in terms of the importance of regulating adolescents' technology use and improving opportunities for face-to-face interactions with friends, particularly for younger adolescents.