Biomedical subjects

Melanie J Zimmer-Gembeck

Publications and source records attributed to Melanie J Zimmer-Gembeck.

5 recordsLinked to original sources

PubMed2007

The development of coping.

Research on coping during childhood and adolescence is distinguished by its focus on how children deal with actual stressors in real-life contexts. Despite burgeoning literatures within age groups, studies on developmental differences and changes have proven difficult to integrate. Two recent advances promise progress toward a developmental framework. First, dual-process models that conceptualize coping as "regulation under stress" establish links to the development of emotional, attentional, and behavioral self-regulation and suggest constitutional underpinnings and social factors that shape coping development. Second, analyses of the functions of higher-order coping families allow identification of corresponding lower-order ways of coping that, despite their differences, are developmentally graded members of the same family. This emerging framework was used to integrate 44 studies reporting age differences or changes in coping from infancy through adolescence. Together, these advances outline a systems perspective in which, as regulatory subsystems are integrated, general mechanisms of coping accumulate developmentally, suggesting multiple directions for future research.

Adaptation, Psychological↗

PubMed2006

The socialization of adolescent coping behaviours: relationships with families and teachers.

A motivational theory of children's coping identified aspects of relationships--involvement, structure and autonomy support--that are expected to determine whether coping will be characterized by approach (active) or avoidance. Associations between adolescents' (N=487, Age M=14) relationships with families and teachers, and coping behaviours were examined. Whether a Family Primacy Model or a Context-Specific Model best explained the findings was also determined. A Family Primacy Model received predominant support; adolescents with more positive family relationships used more active coping with problems at home and school. Positive relationships with teachers predicted more active coping behaviours, especially at school.

Adaptation, Psychological↗

PubMed2006

Relationships at school and stage-environment fit as resources for adolescent engagement and achievement.

Guided by Self-Determination and associated theories, we examined whether adolescent (N=324, Mage=15, 52% female) competence (academic engagement and achievement) were supported by relationships at school and school fit. Aspects of relationships and school fit that were measured included adolescents' perceptions of each context as promoting autonomy, relatedness and competence. Within a latent-variable structural equation model, direct and indirect path estimates, standard errors and confidence intervals were produced using maximum likelihood and bootstrapping. Results supported the hypothesized model. As predicted, school fit partially mediated the association between teacher-student relationships and engagement, but fully mediated the association between peer relationships and engagement. Engagement fully mediated the path from school fit to achievement. The use of SEM and bootstrapping are encouraged as the combination of these techniques can increase power to detect direct and indirect effects, and can be a better choice for data that do not conform to normal theory assumptions. Overall, these techniques allowed for more firm conclusions about the importance of a hierarchy of multidimensional contextual experiences for adolescent competence.

Adaptation, Psychological↗

PubMed2004

A prospective study of intraindividual and peer influences on adolescents' heterosexual romantic and sexual behavior.

Theories and empirical studies of adolescent sexual behavior have identified the contributions of personal attributes and social experiences; however, it is rare that models have clarified developmental pathways to adolescent sexual behavior that include (1) factors assessed prior to and early in adolescence and (2) dyadic experiences in adolescence that provide the opportunity for sexual behavior (i.e., dating). Using data from a prospective study, structural equation modeling was used to test a model predicting adolescent sexual behavior at age 19, denoted by the number of lifetime sexual partners. Predictors examined were sociability and impulsivity assessed at 30 months of age, physical characteristics and experiences with peers measured at age 12-13, the age of first romantic relationship, and frequency of alcohol use at age 16. The pathway to greater sexual involvement was marked by some desired personal attributes (e.g., sociability) and peer experiences (e.g., higher quality friendships). These associations were mediated, however, by earlier initiation of romantic relationships and more frequent use of alcohol in middle adolescence. Earlier initiation of romantic relationships and more frequent alcohol use were predicted by greater sociability and less impulsivity in childhood, higher quality friendships and greater peer acceptance in early adolescence, and a more mature appearance and physical attractiveness (among females) at age 13. The findings imply a complex pathway that leads to a greater accumulation of sexual partners by age 19. This pathway begins in childhood and includes individual qualities, peer acceptance, romantic relationships, and alcohol use.

Adolescent↗

PubMed2002

The development of romantic relationships and adaptations in the system of peer relationships.

In this review, it is proposed that a systems approach to the study of the development of romantic relationships might enhance our understanding of the nature of social relationships, and the links between social relationships and individual psychosocial functioning. First, a selected literature review is provided on the normative development of romantic relationships during adolescence, antecedents of different romantic involvement pathways, and positive and negative qualities of these relationships. Second, the focus is placed on the how the development of romantic relationships occurs within existing systems of relationships including peer networks and close friendships. It is suggested that the development of romantic relationships may change the peer network and nature of relationships with friends and others, and particular types of transitions in social relationships will likely occur. The timing of these transitions and an understanding of the entire peer system as romantic relationships develop will likely improve our understanding of individual developmental processes such as identity formation and the development of externalizing and internalizing problems. Finally, it is proposed that adolescents are faced with a complicated task that includes developing romantic interests and relationships but managing their changing social networks.

Adolescent↗