Contextualizing Cannabis Implicit Associations: Consideration of Peers and Personality

Objective: Implicit cannabis associations (ICAs) inconsistently predict cannabis use (CU), and little is known about their formation. Personality, behavioral approach and inhibition, were tested as predictors of ICAs, which in turn, was expected to predict CU (mediation). Peer context was tested as a moderator. Method: Data were taken from three annual assessments of a larger longitudinal study. The community sample (314 emerging adults, mean age = 19.13, 54% female, 76% White/non-Hispanic at the first assessment) completed an ICA task and questionnaire assessments of CU, personality, and peer norms. Results: ICAs were positively associated with CU at high but not low levels of perceived peer approval/use. Behavioral inhibition was negatively associated ICAs, which in turn, predicted infrequent CU at high levels of peer approval/use (moderated mediation). Behavioral approach was marginally associated with ICAs. Conclusions: Peer context and personality are important for understanding the formation of ICAs and their association with CU.

Civic development within the peer context: Associations between early adolescent social connectedness and civic engagement

Social connectedness is theorized to contribute to civic development and in turn, civic engagement is thought to cultivate social connectedness. The current study utilized a social network research design to examine associations between early adolescent social connectedness via their position within their school peer network and their civic engagement. Middle-school students (N = 213) aged 11-15 years (M=12.5; 57% female) provided nominations for peer connections and reported on multiple aspects of civic engagement. Early adolescents who had identified more peer nominations had higher civic efficacy. Youth who had fewer connections with different peer groups and fewer connections with popular peers were more engaged in political behavior. Greater popularity was associated with higher political engagement for boys, but not girls. Greater connections with different peer groups was associated with greater environmentalism for younger but not older teens. Findings highlight the need to consider adolescent civic development within the peer context.

The Role of Classmates’ Modeling and Reinforcement in Adolescents’ Perceived Classroom Peer Context

Experiences with classmates can affect adolescents’ academic, emotional, and social development. The aim was to examine whether changes in classmates’ modeling and reinforcement, induced by an intervention, affected changes in adolescents’ perceived classroom peer context and whether these associations were moderated by dyadic mutuality. Questionnaires and observations were used in a sample of 7th Grade students (N = 152; Mage = 12.37; 53.8% boys). Generally, changes in classmates’ modeling and reinforcement were unrelated to adolescents’ perceived classroom peer context, except for classmates’ prosocial modeling. Increases in prosocial modeling were related to decreases in victimization, especially for dyads with high levels of mutuality. The results suggest that classmates’ prosocial modeling may be more important for the perceived classroom peer context than classmates’ deviant modeling.