Peer Experiences via Social Media

The transformation framework (Nesi et al., 2018a, 2018b) describes the ways in which the features of social media shape adolescents’ peer experiences. In the current chapter, we build on this work in three ways. First, we expand on our previous conceptualization to consider the role of algorithms as a key feature of social media. Second, we offer an updated review of the ways in which social media transforms a range of peer experiences, including peer status, peer influence, victimization, and other interpersonal behaviors and skills. Finally, we describe the translational implications of the transformation framework for adolescents’ educators, providers, and parents.

The Validation of Chinese Version of the Victimization Subscale of the Revised Peer Experiences Questionnaire

In China, researchers have translated and validated several scales to measure victimization behavior. The aim of the present study was to validate the Chinese version of the victimization subscale of the Revised Peer Experiences Questionnaire (RPEQ) among primary school students. Primary school students aged between 8 and 13 years old (n = 1048) were asked to complete the Chinese version of the victimization subscale of the RPEQ and related scales. We examined internal consistency and the factor structure using confirmatory factor analysis (CFA). Depression, peer relationship, and sleep scales were used to measure construct validity. The CFA results suggested that the four-factor model had a good model fit. The results indicated that internal reliability was good (Cronbach’s α = 0.83). Construct validity was mostly supported by scores on the Chinese version of the victimization subscale of the RPEQ that strongly and positively correlated with depression and negatively correlated with peer relationship and sleep quality. The present study indicated that the Chinese version of the victimization subscale of the RPEQ has adequate reliability and validity for measuring bullying problems among Chinese primary school students.

The Stress of the COVID-19 Pandemic: Beyond the Data

Background: The year 2020 will go down in modern history as the one ravaged by a pandemic, the one which humbled the entire world. From the richest and most advanced nations to the poorest and least developed it exposed all of our vulnerabilities. The loss of life, health disparities and economic adversities, aggravated by political and ideological tensions, added multiple layers of stress and anxieties to an already stressed American society. Methods: The educational institutions in the United States from the central to the local units demonstrated coherence in leadership, guided with flexibility and compassion, which paved the way for smooth operations. However, the anxiety among students and faculty on university and college campuses, is undeniable. In-person instruction was haulted. Research labs and officeswere locked down or operating with limited personnel Thus, the challenges to have timely instruction and to move the research enterprise forward have been enormous. Provided here is a perspective gathered from a literature search using PubMed and google with search words “COVID-19, stress, college students”, “COVID-19, stress, US graduate students”, and “COVID-19, stress, postdoc researchers”. Results: This article is an opinion piece, part personal and part peer experiences. It is presented in light of studies suggesting that the COVID-19 pandemic has imposed significant mental stress and anxiety upon students and faculty members within the academy. Conclusion: Loss of face-to-face interactions as a result of virtual instruction, lack of in-person mentoring, and loss of research productivity has taken its toll on the mental health and well- being of the academic community. Despite the challenges of the pandemic, the ingenuity of the human spirit has innovated solutions to catch up on research productivity and to pursue academic excellence.