The Journal of Early Adolescence

The paper investigates gender differences in coolness dynamics among early and middle adolescents in a Hungarian panel dataset, which followed students from grade 5 (age 11–12) to grade 8 (age 14–15). Drawing on Gender Prototypicality Theory, we expected significantly different gendered patterns in the association between coolness and various forms of aggression, academic performance, physical attractiveness, BMI, and two forms of risk behavior (smoking, drinking). However, our multilevel models showed that behaviors traditionally considered masculine tended to be associated with coolness for both sexes, but in particular for girls. Some traditionally masculine behaviors (such as verbal aggression, smoking, or lower GPA) tended to be more strongly or only associated with status among girls. On the other hand, while physical attractiveness was associated with status for both sexes, this association was stronger among boys. Cultural and contextual explanations, as well as policy implications, are also discussed.

Adolescents face many difficulties when transitioning to high school, particularly when it comes to their social circles and maintaining friendships. As these challenges can have long-term consequences, providing support to youth during this period is essential. The YWCA Youth Education Programs (YEP) in Vancouver, BC offer group-based, after-school mentoring programs for 7^th grade students to help them navigate the transition to high school. Survey data from 668 students (233 treatment group and 435 control group) were used to examine the impacts of the YEP on friend support. Multilevel regression models show that the YEP is effective at improving perceptions of friend support in the long term. More research is needed to explore potential gender differences in the experience of supportive friendships after youth transition to high school, as well as the impact of group-based mentoring for youth transitioning to the high school environment.

Despite the volume of research on empathy and prosocial behavior, there is a dearth of studies exploring early adolescents’ experiences of practicing cognitive empathy and prosocial behavior. Without understanding both the challenges and opportunities of these two skills, we cannot effectively support their growth during this critical developmental period. This study aims to fill this gap. Sixteen sixth-grade students from two middle schools in a small Northeastern city in the United States participated in semi-structured interviews about their experiences of practicing cognitive empathy. Three themes appeared in student responses: preparing, cognitively empathizing, and responding. Youth experienced unique challenges in each of these components, including masking, relational distance, emotional awareness and regulation, capacity, misunderstanding, and negative peer pressure. The authors suggest a three-pronged approach—focusing on skills, relationships, and the social environment—to address these challenges and bolster adolescents’ unique strengths to promote cognitive empathy and prosocial behavior in middle schools.

Increasing research has indicated associations between popularity goal and adolescents’ social functioning. However, little is known about the processes intervening and moderating these associations. We examined whether popularity status insecurity explained the longitudinal associations of popularity goal with depression and social behavior among Chinese adolescents (N = 418), while also considering the moderating roles of initial popularity status and its changes. Results showed that popularity goal was positively related to popularity status insecurity. Moreover, popularity goal predicted greater relational aggression only when initial popularity was high, and popularity status insecurity predicted greater relational aggression only when popularity status was declining over time. Furthermore, popularity goal predicted greater depression through the mediation of popularity status insecurity when popularity status was initially lower and falling. The present findings highlight the complex interplay of social cognitive processes regarding popularity and variabilities of popularity in predicting adolescents’ mental health and social behavior.