Journal of Adolescent and Youth Psychological Studies (JAYPS)

Objective: This study aimed to examine the mediating role of reflective functioning in the relationship between loss experience and emotional maturity among adolescents.

Methods and Materials: This descriptive correlational study was conducted with a sample of 390 high school students aged 15 to 18 from various regions of Greece, selected using multistage cluster sampling based on the Krejcie and Morgan sample size table. Participants completed the Core Bereavement Items (CBI) to measure loss experience, the Reflective Functioning Questionnaire (RFQ-8), and the Emotional Maturity Scale (EMS). Data analysis included Pearson correlation using SPSS version 27 and Structural Equation Modeling (SEM) using AMOS version 21. Model fit was evaluated using multiple indices including Chi-square, GFI, AGFI, CFI, RMSEA, and TLI.

Findings: Results revealed significant negative correlations between loss experience and both reflective functioning (r = –.41, p < .001) and emotional maturity (r = –.47, p < .001). Reflective functioning was positively correlated with emotional maturity (r = .53, p < .001). SEM findings indicated that the structural model had acceptable fit (χ² = 124.65, df = 48, χ²/df = 2.60, GFI = 0.95, AGFI = 0.92, CFI = 0.96, RMSEA = 0.064, TLI = 0.95). Direct effects were significant from loss experience to reflective functioning (β = –0.41, p < .001) and to emotional maturity (β = –0.35, p < .001), and from reflective functioning to emotional maturity (β = 0.42, p < .001). Reflective functioning partially mediated the relationship between loss experience and emotional maturity (indirect β = –0.17, p < .001).

Conclusion: Reflective functioning plays a significant mediating role in how adolescents emotionally mature following experiences of loss, suggesting that enhancing reflective abilities may be a viable intervention strategy to foster resilience and emotional growth during adolescence.

Objective: This study aimed to investigate the mediating role of learned fatigue in the relationship between homework overload and academic apathy among high school students.

Methods and Materials: A descriptive correlational design was used to examine the proposed model. The sample consisted of 380 high school students from South Africa, selected based on the Krejcie and Morgan table using multistage cluster sampling. Data were collected using three standardized instruments: the Homework Overload Scale (HOS), the Learned Fatigue Questionnaire (LFQ), and the Academic Apathy Scale (AAS). The psychometric properties of all scales were previously confirmed in multiple studies. Pearson correlation coefficients were calculated using SPSS-27 to determine the relationships between variables. Structural Equation Modeling (SEM) was conducted using AMOS-21 to test the mediating role of learned fatigue in the relationship between homework overload and academic apathy.

Findings: Results showed a significant positive correlation between homework overload and learned fatigue (r = .58, p < .001), as well as between learned fatigue and academic apathy (r = .61, p < .001). The direct effect of homework overload on academic apathy was marginally significant (β = 0.14, p = .052), whereas the indirect effect through learned fatigue was significant (β = 0.35, p < .001), confirming full mediation. The total effect of homework overload on academic apathy was also significant (β = 0.49, p < .001). Model fit indices indicated good fit (χ²/df = 1.97, GFI = 0.94, CFI = 0.96, RMSEA = 0.049).

Conclusion: Learned fatigue serves as a key psychological mechanism linking academic burden to motivational disengagement. Addressing fatigue may be essential in mitigating the effects of excessive homework on student apathy, thereby promoting sustained academic engagement and well-being.

Objective: This study aimed to investigate the relationship between parental monitoring and adolescent risk behaviors, examining the mediating role of moral identity in this association.

Methods and Materials: A descriptive correlational design was used with a sample of 414 high school students from China, selected based on the Krejcie and Morgan sample size determination table. Data were collected using three standardized instruments: the Parental Monitoring Scale (Stattin & Kerr, 2000), the Moral Identity Questionnaire (Aquino & Reed, 2002), and the Risk Involvement and Perception Scale (Benthin et al., 1993). Descriptive statistics and Pearson correlation coefficients were calculated using SPSS-27 to assess bivariate relationships, and Structural Equation Modeling (SEM) was conducted with AMOS-21 to evaluate direct, indirect, and total effects among the variables and test model fit indices.

Findings: Descriptive results indicated moderate levels of parental monitoring (M = 35.62, SD = 5.13), moral identity (M = 38.47, SD = 6.29), and relatively low levels of risk behaviors (M = 24.18, SD = 7.64). Pearson correlations revealed significant associations: parental monitoring positively correlated with moral identity (r = .42, p < .001) and negatively with risk behaviors (r = –.51, p < .001); moral identity was also negatively associated with risk behaviors (r = –.47, p < .001). SEM results confirmed that moral identity partially mediated the relationship between parental monitoring and risk behaviors, with a good model fit (χ²/df = 1.97, CFI = 0.96, RMSEA = 0.048). The total effect of parental monitoring on risk behaviors was significant (β = –0.57, p < .001), including both direct (β = –0.43) and indirect effects through moral identity (β = –0.14).

Conclusion: Parental monitoring significantly reduces adolescent risk behaviors both directly and indirectly through the development of moral identity, highlighting the importance of fostering both external regulation and internal value systems in youth.

Objective: This study aimed to investigate the impact of smartphone dependency on emotional fatigue among Indian university students, with sleep disturbance examined as a potential mediating variable.

Methods and Materials: The study employed a descriptive correlational design involving 433 participants selected based on the Morgan and Krejcie sampling table. Standardized tools were used to measure the variables: the Smartphone Addiction Scale–Short Version for smartphone dependency, the Pittsburgh Sleep Quality Index for sleep disturbance, and the Emotional Exhaustion subscale of the Maslach Burnout Inventory–General Survey for emotional fatigue. Data analysis included Pearson correlation using SPSS-27 to assess bivariate relationships, and Structural Equation Modeling (SEM) via AMOS-21 to test direct and indirect effects and evaluate model fit. All assumptions for correlation and SEM, including normality, linearity, and absence of multicollinearity, were confirmed prior to analysis.

Findings: The results indicated that smartphone dependency was significantly correlated with both sleep disturbance (r = .51, p < .001) and emotional fatigue (r = .48, p < .001), and that sleep disturbance was significantly associated with emotional fatigue (r = .56, p < .001). SEM analysis showed that smartphone dependency had a significant direct effect on sleep disturbance (β = .51, p < .001) and emotional fatigue (β = .23, p = .005), while sleep disturbance also had a significant direct effect on emotional fatigue (β = .46, p < .001). The indirect effect of smartphone dependency on emotional fatigue via sleep disturbance was also significant (β = .23, p < .001), confirming partial mediation. The model fit indices indicated good model fit (χ²/df = 2.28, CFI = .97, RMSEA = .054).

Conclusion: The findings highlight the detrimental effects of smartphone dependency on emotional fatigue, both directly and indirectly through its impact on sleep disturbance, suggesting the need for targeted interventions to manage digital behaviors and promote healthy sleep among young adults.

Objective:  This study aimed to investigate the predictive roles of sensation seeking and peer pressure in adolescent risk-taking behavior among Nigerian adolescents.

Methods and Materials: This descriptive-correlational research included 350 adolescents selected via convenience sampling from secondary schools in urban and semi-urban areas of Nigeria, with the sample size determined by Morgan and Krejcie’s sampling table. Participants completed the Adolescent Risk-Taking Questionnaire (ARQ) by Gullone et al. (2000), the Brief Sensation Seeking Scale (BSSS-8) by Hoyle et al. (2002), and the Resistance to Peer Influence Scale (RPI) by Steinberg and Monahan (2007). Data were analyzed using descriptive statistics, Pearson correlations, and multivariate linear regression via SPSS-27.

Findings: Descriptive analysis showed moderate levels of adolescent risk-taking behavior (M = 3.27, SD = 0.74), high sensation seeking (M = 3.56, SD = 0.67), and moderate peer pressure (M = 2.91, SD = 0.81). Correlation analysis revealed significant positive relationships between risk-taking behavior and sensation seeking (r = .63, p < .01), as well as peer pressure (r = .58, p < .01). Regression analysis indicated that sensation seeking and peer pressure significantly predicted adolescent risk-taking behavior (F(2,347) = 162.83, p < .01), jointly explaining 48% of its variance (R² = .48). Sensation seeking (β = 0.40, t = 8.43, p < .01) and peer pressure (β = 0.35, t = 7.45, p < .01) were both significant positive predictors.

Conclusion: This study confirms that both sensation seeking and peer pressure strongly predict adolescent risk-taking behaviors among Nigerian adolescents, highlighting the combined impact of individual predispositions and social influences. Interventions designed to reduce adolescent risk-taking should simultaneously address internal traits such as sensation seeking, and external factors, particularly peer pressure, to effectively mitigate adverse outcomes associated with adolescent risk behaviors.

Objective: This study aimed to investigate the effects of parental attachment and peer rejection on social anxiety among adolescents in Kenya.

Methods and Materials: This study employed a descriptive correlational research design, involving 350 adolescent participants from Kenyan secondary schools selected randomly, with sample size determined by Morgan and Krejcie's sampling table. Data were collected using validated and reliable standard measurement tools, including the Social Anxiety Scale for Adolescents (SASA), the Parental Bonding Instrument (PBI), and the Peer Nominations Inventory (PNI). Statistical analyses included descriptive statistics, Pearson correlation coefficients, and multiple linear regression, performed using SPSS-27 software. Regression assumptions, including normality, linearity, homoscedasticity, and absence of multicollinearity, were verified and confirmed prior to analysis.

Findings: Descriptive statistics indicated moderate levels of social anxiety (M = 57.34, SD = 11.42), relatively high parental attachment (M = 72.68, SD = 9.75), and moderate peer rejection (M = 24.56, SD = 6.18). Correlation analyses revealed significant negative correlations between parental attachment and social anxiety (r = -0.56, p < 0.01), and significant positive correlations between peer rejection and social anxiety (r = 0.62, p < 0.01). Regression analyses demonstrated that parental attachment and peer rejection significantly predicted social anxiety (R² = 0.41, F = 118.24, p < 0.01). Individually, parental attachment negatively predicted social anxiety (β = -0.31, p < 0.01), while peer rejection positively predicted social anxiety (β = 0.46, p < 0.01).

Conclusion: Findings highlight that parental attachment significantly mitigates social anxiety, while peer rejection exacerbates anxiety symptoms among adolescents. These results underscore the importance of fostering secure parental bonds and supportive peer relationships in reducing social anxiety among adolescents. Future interventions should integrate strategies that enhance family dynamics and peer interactions to effectively support adolescent mental health.

Objective: This study aimed to investigate the effectiveness of Emotion-Focused Therapy (EFT) on attachment styles, anger management, and social anxiety in female students at the lower secondary school level.

Methods and Materials: The research employed a quasi-experimental design with a pretest-posttest control group and a two-month follow-up period. The statistical population consisted of all female lower secondary school students in Shiraz during the 2024–2025 academic year. From this population, 46 students were selected using multistage cluster random sampling, considering inclusion criteria, and were randomly assigned to two equal groups (23 participants each). Data were collected using the Attachment Style Questionnaire (Hazan & Shaver, 1987), the Adolescent State-Trait Anger Expression Inventory (Burner & Spielberger, 2009), and the Social Anxiety Scale for Adolescents (La Greca & Lopez, 1998). The intervention group received Emotion-Focused Therapy over nine sessions (one 90-minute session per week), while the control group did not receive any intervention. Data analysis was conducted using descriptive statistics, parametric tests, and repeated measures ANOVA with SPSS v26.

Findings: The results showed that the mean scores of anger management, social anxiety, and their respective dimensions significantly improved in the experimental group compared to the control group following the intervention (p < .05). Additionally, findings indicated that Emotion-Focused Therapy effectively enhanced secure attachment and reduced avoidant and anxious attachment styles in the experimental group, with no such changes observed in the control group (p < .05). These therapeutic effects persisted throughout the two-month follow-up period (p < .05).

Conclusion: Based on these findings, psychologists and counselors are encouraged to utilize Emotion-Focused Therapy techniques to promote the psychological and behavioral empowerment of students.

Objective: This study aimed to evaluate the effectiveness of a structured body image intervention in enhancing self-acceptance and reducing disordered eating attitudes among young women in India.

Methods and Materials: A randomized controlled trial was conducted with 30 participants randomly assigned into an intervention group (n = 15) and a control group (n = 15). The intervention comprised eight 90-minute sessions incorporating cognitive-behavioral strategies, media literacy, self-compassion exercises, and body functionality appreciation. Participants were assessed at three time points—pre-test, post-test, and five-month follow-up—using the Self-Acceptance Scale and the Eating Attitudes Test (EAT-26). Data were analyzed using repeated-measures ANOVA with Bonferroni post-hoc comparisons via SPSS-27 to determine group differences over time.

Findings: Results indicated a significant improvement in self-acceptance in the intervention group, with mean scores increasing from 41.27 (SD = 5.33) at pre-test to 50.93 (SD = 4.78) at post-test, and remaining stable at follow-up. Similarly, disordered eating attitudes showed significant reductions in the intervention group, decreasing from a mean of 26.87 (SD = 4.62) at pre-test to 19.47 (SD = 3.79) at post-test, with maintenance of these gains at follow-up. The ANOVA revealed significant main effects for time, group, and their interaction for both dependent variables (p < .001), with Bonferroni post-hoc tests confirming significant differences between pre-test and subsequent assessments.

Conclusion: The findings support the efficacy of the body image intervention in improving self-acceptance and reducing disordered eating attitudes among young women. The sustained improvements observed at five-month follow-up underscore the intervention’s potential as a viable preventive strategy against the development of eating disorders and negative body image.