Social contributions to meaning in life: the role of romantic relationship quality, parenting, and gender.

Introduction: The present study tests the association between romantic relationship quality and number of children on meaning in life (i.e., sense of purpose, coherence, and significance) and considers interactions between these constructs and gender. Methods: A survey was conducted approximately one year into the pandemic among 473 individuals in the United States. Results: Models demonstrated that relationship quality and number of children are positively associated with meaning, though relationship quality was more strongly related to meaning for men than women. We showed that for women there was an equally positive link between relationship quality and meaning regardless of number of children. However, for men, the positive association between relationship quality and meaning was strongest for those with more than one child, decreased in magnitude for those with one child, and was no longer significant for men with more than one child. Discussion: These findings provide empirical evidence that social relationships benefit meaning in life and underscore the complexity of these associations. Results have implications for theoretical perspectives on meaning in life, as well as for policies that encourage family wellbeing.

Academic achievement, same- and cross-ethnic positive peer regard among Asian American and Latinx adolescents.

This article presents a short-term longitudinal study examining bidirectional associations between academic achievement and positive peer regard among Asian American and Latinx adolescents. Specifically, our investigation distinguished between positive peer regard within and across different ethnic groups in a diverse school setting. Three hundred and thirty-five middle school students (52.8% girls; 65% Asian American, 35% Latinx; assessment at the first time point Mage = 12.27 years, SD = 0.71) were followed across two consecutive school years. Participants completed a peer-nomination inventory assessing multiple dimensions of positive peer regard (i.e., reciprocal friendship, social acceptance, and respect), and grades were obtained from school records. Academic achievement was predictive of prospective positive peer regard received from same-ethnic peers only for Asian American adolescents. In contrast, academic achievement predicted prospective positive peer regard received from cross-ethnic peers only for Latinx adolescents. These results suggest that academic achievement was linked to social gains with peers from different ethnic backgrounds for Asian American and Latinx students. The findings underscore the importance of disentangling the sources of positive peer regard in multiethnic school environments. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

A day in the life: Couples' everyday communication and subsequent relationship outcomes.

Understanding how communication processes contribute to well-functioning versus distressed couple relationships has relied largely on brief, laboratory-based conversations. Harnessing technological advancements, the present study extends the literature by capturing couples' naturalistic communication over one full day at Time 1 (T1). This study tested associations between data-driven categories of couple communication behaviors and relationship outcomes (i.e., relationship aggression, satisfaction, and dissolution) at Time 2 (T2), approximately 1 year later. Emerging adults in different-gender dating couples (n = 106 couples; 212 individuals; Mage = 22.57 ± 2.44; M relationship length = 30.49 months ± 24.05; 72.2% non-White) were each provided a smartphone programmed to audio record approximately 50% of a typical day. Interactions between partners were transcribed and coded for location, activity, affect, and a range of positive and negative communication behaviors for each partner. Even after controlling for T1 assessments of the relevant outcome, one's own hostility and one's partner's hostility at T1 were each positively associated with T2 relationship aggression and negatively associated with T2 relationship satisfaction. One's own withdrawal at T1 was positively associated with T2 relationship aggression perpetration, whereas one's partner's withdrawal was negatively linked to relationship satisfaction at T2. One's own playfulness, unexpectedly, was linked to lower subsequent relationship satisfaction. Withdrawal increased the likelihood of relationship dissolution, whereas warmth and playfulness decreased the likelihood of dissolution. The relevance of couples' ordinary, everyday communication for meaningful relationship outcomes is discussed. (PsycInfo Database Record (c) 2024 APA, all rights reserved).

Loss during COVID-19: Moderating effects of meaning and romantic relationships on anxiety and depressive symptoms.

OBJECTIVE: The COVID-19 pandemic exacerbated experiences of loss and grief for many individuals and posed a challenging mental health crisis. Compared to studies examining a singular type of loss, the present study investigated the cumulative impacts of COVID-related losses on anxiety and depressive symptoms and examined whether meaning in life, marital status, or relationship quality offered a protective moderating role. METHOD: A cross-sectional online survey was conducted approximately 1 year into the pandemic among 434 diverse individuals (32.0% White; 52.1% women; Mage = 34.7) in the United States. Measures included: General Anxiety Disorder-7, Patient Health Questionnaire-9, Quality of Marriage Index, and 26 loss items with corresponding grief ratings. RESULTS: Results using linear mixed models demonstrated strong positive links between loss and both anxiety and depressive symptoms, although the association between loss and anxiety was stronger for women. The association between loss and anxiety was attenuated at high levels of meaning in life compared to average and low levels of meaning and for married individuals compared to unmarried participants. Being married also buffered the impact of loss on depressive symptoms. CONCLUSIONS: Findings indicate that cumulative pandemic-related loss is associated with anxiety and depressive symptoms, and that meaning in life and romantic relationships may be promising interventional targets; though, these findings may change over the course of the pandemic. (PsycInfo Database Record (c) 2023 APA, all rights reserved).

Social Adjustment of Problem-Talk Partners Moderates Associations Between Self-Perceived Victimization and Depressive Symptoms.

This paper examines the moderating role of problem-talk partnerships with peers who are rejected, victimized, or unpopular on links between self-perceived victimization by peers and depressive symptoms. Problem-talk partnerships are friendships that involve frequent discussion of problems and personal struggles. 267 adolescents (152 girls; mean age of 14.4 years) participated in a short-term prospective study with identical measures administered in two annual waves. The adolescents completed a battery of self-report questionnaires assessing peer victimization and depression. They also completed a peer nomination inventory and identified friends with whom they frequently discuss problems. High levels of peer nominated victimization, social rejection, and unpopularity among problem-talk partners were linked to elevated associations between self-reported victimization and depressive symptoms. The effects for unpopularity levels among problem-talk partners were moderated by gender. Compared to boys, girls' adjustment was more strongly influenced by unpopularity among problem-talk partners. Conversely, friendships with peers who were not problem-talk partners did not have a consistent moderating role. The full pattern of findings highlights the need to consider the social adjustment of dyadic partners when examining the psychosocial impact of perceived victimization.

The Relationship Between Dating Status and Academic and Social Functioning in Middle Adolescence.

Dating relationships are normative in middle adolescence, but the academic and social implications of different types of dating involvement remains unclear. To address this gap, this longitudinal study evaluates the association between dating status (i.e., never date, rarely date, casually date, steady relationship) and academic and social functioning in a sample of adolescents. Across two school years, 455 adolescents (53.8% female; 56.5% Asian American, 43.5% Latinx; T1 Mage = 15.04 years) reported on their dating status and peers provided nominations of popularity and aggression. Grades and standardized test scores were obtained from school records. For Asian American youth, abstaining from dating was negatively associated with subsequent popularity. Casual dating and being in a steady relationship were associated with relational and overt peer aggression over time. Gender moderated this association, such that boys in steady relationships, and girls in casual relationships were more relationally aggressive one year later. Implications are discussed in terms of problem behavior theory and adolescent intersexual competition.

Distinct Modalities of Electronic Communication and School Adjustment.

Social media platforms and instant messaging applications have a widespread presence in today's secondary schools. However, the implications of these ubiquitous communication technologies for adolescent's social functioning with peers and academic competence in the classroom are not well understood. In fact, research on adolescents' digital lives has only rarely incorporated direct assessments of adjustment in school environments. The current study addressed these limitations with a school-based data collection. 376 adolescents (Mage = 14.4; 209 girls; including 29.2% Latino/Hispanic, 27.3% White, 28.2% mixed) were recruited from an urban high school and followed for one year. Social reputations were indexed via peer nominations and electronic communication tendencies were assessed using self-report questionnaires. Grade point averages, disciplinary events, and attendance data were obtained from school records. On a cross-sectional basis, frequent use of fashionable social networks (i.e., Instagram, Snapchat, and Twitter) was associated with popular-aggressive social reputations, poor achievement, and rule-breaking behavior. E-mail use, in contrast, was associated with academic competence. Longitudinal analyses were less conclusive because the examined constructs were highly stable across the period of data collection. The full pattern of findings indicates that electronic communication patterns can be a powerful marker of academic and social functioning at school.