Emerging Adults’ Self-Identified Peer Crowd Affiliations, Risk Behavior, and Social–Emotional Adjustment in College

2016 ◽  
Vol 5 (2) ◽  
pp. 143-148 ◽  
Author(s):  
Andrea Hopmeyer ◽  
Tal Medovoy
Keyword(s):  
Emerging Adults ◽  
Risk Behavior ◽  
Emotional Adjustment ◽  
Social Emotional

Understanding Poor Adjustment in Schizotypy: A Prospective Study of the Role of Self During Late Adolescence and Early Adulthood

2021 ◽  
pp. 216769682110217
Author(s):  
Hadar Hazan ◽  
Elaine Reese ◽  
Richard J. Linscott
Keyword(s):  
Emerging Adults ◽  
Social Adjustment ◽  
Sense Of Self ◽  
Emotional Adjustment ◽  
Early Adulthood ◽  
Social Emotional ◽  
Social And Emotional ◽  
Schizophrenia Spectrum ◽  
A Prospective Study

Our aims were to (a) examine whether emerging adults on the schizophrenia spectrum ( schizotypy) differed from non-spectrum peers in social, emotional, and academic adjustment to university; and (b) determine the role of the basic and narrative selves in adjustment. Schizotypy ( n = 30) and non-schizotypy comparison ( n = 29) participants, who were selected from a larger pool of undergraduates ( n = 310) screened in a baseline assessment, completed measures of adjustment and of basic and narrative selves. The schizotypy group had lower academic and emotional adjustment scores but did not differ in social adjustment. The basic sense of self explained the differences in levels of social and emotional adjustment for cognitive–perceptual but not for disorganized and interpersonal schizotypy. That is, poor adjustment is explained via basic self in positive but not negative components of schizotypy. Narrative self did not explain any of the adjustment scores associated with schizotypy.

scholarly journals Gender-identity typologies are related to gender-typing, friendships, and social-emotional adjustment in Dutch emerging adults

2019 ◽  
Vol 43 (4) ◽  
pp. 322-333
Author(s):  
Joyce J. Endendijk ◽  
Naomi C. Z. Andrews ◽  
Dawn E. England ◽  
Carol L. Martin
Keyword(s):  
Gender Identity ◽  
Emerging Adults ◽  
Emotional Adjustment ◽  
The Other ◽  
Social Emotional ◽  
Gender Typing ◽  
Gender Group ◽  
Dual Identity ◽  
Sexist Attitudes ◽  
Highly Able

The current study examined emerging adults’ gender identity and its link with several gender-related and social outcomes, by using a novel dual-identity approach that was originally developed in children. Dutch emerging adults between 18 and 25 years old ( N = 318, Mage = 21.73, SD = 2.02; 51% female) indicated their similarity to the own-gender group and the other-gender group to assess gender identity. They completed questionnaires assessing gender-typed behavior (internalized sexualization, toughness, emotional stoicism) and attitudes (i.e., sexism); friendship efficacy and ability; and social-emotional adjustment. Cluster analysis on the gender-identity items revealed four gender-identity types: (a) feeling similar to one’s own gender, but not to the other gender (Own-GS); (b) feeling similar to both one’s own and the other gender (Both-GS); (c) feeling dissimilar to one’s own gender (Low-Own-GS); and (d) feeling similar to neither gender (Low-GS). Own-GS and Low-GS adults were most gender-typed in their behavior and showed sexist attitudes. Both-GS adults felt efficacious and were highly able to relate to both genders, whereas the other groups felt efficacious and were able to relate to only one gender (Own-GS, Low-Own-GS), or to neither gender (Low-GS). Low-Own-GS and Low-GS were least well-adjusted social-emotionally. Findings suggest that identifying with one’s own gender is helpful for certain aspects of social-emotional adjustment but that also identifying with the other gender provides the advantage of flexible social and interpersonal skills and egalitarian gender attitudes.

scholarly journals Preschool children's views on emotion regulation: Functional associations and implications for social-emotional adjustment

2009 ◽  
Vol 33 (3) ◽  
pp. 243-252 ◽  
Author(s):  
Tracy A. Dennis ◽  
Deborah A. Kelemen
Keyword(s):  
Emotion Regulation ◽  
Negative Emotions ◽  
Emotional Adjustment ◽  
Emotion Regulation Strategies ◽  
Social Emotional ◽  
Intentional Control ◽  
Maternal Report ◽  
Effective Strategies ◽  
Regulation Strategies ◽  
Children’S Views

Previous studies show that preschool children view negative emotions as susceptible to intentional control. However, the extent of this understanding and links with child social-emotional adjustment are poorly understood. To examine this, 62 3- and 4-year-olds were presented with puppet scenarios in which characters experienced anger, sadness, and fear. Forty-seven adults were presented with a parallel questionnaire. Participants rated the degree to which six emotion-regulation strategies were effective in decreasing negative emotions. Results showed that even the youngest preschoolers viewed cognitive and behavioral distraction and repairing the situation as relatively effective; compared to adults, however, preschoolers favored relatively “ineffective” strategies such as venting and rumination. Children also showed a functional view of emotion regulation; that effective strategies depend on the emotion being regulated. All participants favored repairing a negative situation to reduce anger and behavioral distraction to reduce sadness and fear. Finally, the more children indicated that venting would reduce negative emotions, the lower their maternal report of social skills. Findings are discussed in terms of functional emotion theory and implications of emotion-regulation understanding for child adjustment.

scholarly journals A cascade model connecting life stress to risk behavior among rural African American emerging adults

2010 ◽  
Vol 22 (3) ◽  
pp. 667-678 ◽  
Author(s):  
Gene H. Brody ◽  
Yi-Fu Chen ◽  
Steven M. Kogan
Keyword(s):  
African American ◽  
Emerging Adults ◽  
Risk Behavior ◽  
Life Stress ◽  
Structural Equation ◽  
Negative Emotions ◽  
Cascade Model ◽  
Equation Modeling ◽  
Deviant Peers ◽  
Increases In Risk

AbstractA three-wave cascade model linking life stress to increases in risk behavior was tested with 347 African American emerging adults living in the rural South. Data analyses using structural equation modeling and latent growth curve modeling demonstrated that life stress was linked to increases in risk behavior as African Americans transitioned out of secondary school. The cascade model indicated that life stress fostered increases in negative emotions. Negative emotions, in turn, were linked to increases in affiliations with deviant peers and romantic partners; this forecast increases in risk behavior. The findings supported a stress proliferation framework, in which primary stressors affect increases in secondary stressors that carry forward to influence changes in risk behaviors that can potentially compromise mental health.

scholarly journals Cross-Cultural Differences and Sexual Risk Behavior of Emerging Adults

2014 ◽  
Vol 26 (1) ◽  
pp. 64-72 ◽  
Author(s):  
Tami L. Thomas ◽  
Hossein N. Yarandi ◽  
Safiya George Dalmida ◽  
Andrew Frados ◽  
Kathleen Klienert
Keyword(s):  
Cultural Differences ◽  
Emerging Adults ◽  
Risk Behavior ◽  
Sexual Risk ◽  
Sexual Risk Behavior ◽  
Cross Cultural ◽  
Cross Cultural Differences

Mainstreaming Students with Mild Handicaps: Academic and Social Outcomes

1983 ◽  
Vol 53 (4) ◽  
pp. 519-569 ◽  
Author(s):  
Nancy A. Madden ◽  
Robert E. Slavin
Keyword(s):  
Special Education ◽  
Social Acceptance ◽  
Emotional Adjustment ◽  
Individualized Instruction ◽  
Full Time ◽  
Social Emotional ◽  
Part Time ◽  
And Behavior ◽  
Resource Support ◽  
Regular Classes

This paper reviews research on the effects of placing students with mild academic handicaps in full-time special education classes, part-time regular classes with resource support, and full-time regular classes. It also reviews research on the effects of programs designed to improve the achievement, social-emotional adjustment, and social acceptance of academically handicapped students by their nonhandicapped classmates. Methodologically adequate studies of placements of academically handicapped students indicate few consistent benefits of full-time special education on any important outcomes. The research favors placement in regular classes using individualized instruction or supplemented by well-designed resource programs for the achievement, self-esteem, behavior, and emotional adjustment of academically handicapped students. Experimental research indicates that cooperative learning and individualized instruction programs can improve the self-perceptions and behavior of mainstreamed academically handicapped students and acceptance by their nonhandicapped classmates.

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