Peer Aggression and Victimization During Adolescence: The Role of Extracurricular Activity Participation in Social Cognitions

Peer aggression and victimization are currently of national concern due to their high association with maladjustment. Moreover, peer aggression and victimization can occur as different forms (overt, relational) and functions (proactive, reactive), which are usually not examined within the same model. Peer aggression and victimization within the school context can be the result of individually developed negative social cognitions. These negative cognitions, based within social information processing theory, include outcome expectancies and values for pain and suffering. In addition, positive cognitions such as perceived social competence can decrease adverse outcomes such as peer aggression and victimization. This project seeks to take previous research and expand upon it in two ways: 1) examine overt, relational, proactive, and reactive aggression and victimization as separate constructs, within the same model, in association with outcome values, expectancies, and perceived social competence; and 2) examine the potential of extracurricular activities to serve as a buffer between maladjusted cognitions and aggression and victimization. In addition, this study will examine if these relationships differ by activity type, age and gender. Participants included 371 middle and high school students. Findings point toward the importance of examining the separate functions of aggression and victimization, as outcome values and expectancies are associated specifically with higher levels of proactive aggression and victimization and reactive aggression. Activity participation, particularly activities that are not associated with the school that the participant attends, seems to be serving as a buffer against maladjusted cognitions and functions of aggression and victimization. Specifically, having high efficacy for activity participation (ability to meet expectations within activity) serves a buffer for both reactive aggression and reactive victimization. Activity participation benefits appear to not be present if the individual is only participating because their parents are forcing them to be there. No group differences were found. These findings serve to demonstrate the importance of establishing fit of activity context for youth as well as their motivation for participation. More broadly, it is important to examine functions of aggression and victimization in the same model as the forms of aggression and victimization. By better understanding the moderating role of activities, schools can potentially have a low cost intervention tool for peer aggression and victimization difficulties

Alysha Ramirez Hall & Michael Medina: Emerging Adults’ Daily Well-Being, Social Experiences, and Academic Persistence in the Context of the COVID-19 Pandemic

This presentation was made by Alysha Ramirez Hall, Arizona State University, and Michael Medina, University of California, Davis. The presentation's title is: "Emerging Adults’ Daily Well-Being, Social Experiences, and Academic Persistence in the Context of the COVID-19 Pandemic." -- Every month, the COVID Information Commons Team (along with the Northeast Big Data Innovation Hub) brings together a group of researchers studying wide-ranging aspects of the current pandemic, to share their research and answer questions from our community. The events showcase scientists' ongoing efforts in the fight against COVID-19, including opportunities for collaboration

Alysha Ramirez Hall & Michael Medina: Título: Bienestar Diario de Adultos Emergentes, Experiencias Sociales, y la persistencia académica en el contexto de la pandemia COVID-19

Descripción de esta presentación: Esta presentación fue realizada por Alysha Ramirez Hall, Arizona State University, & Michael Medina, University of California, Davis. El título de la presentación es: "Bienestar Diario de Adultos Emergentes, Experiencias Sociales, y la persistencia académica en el contexto de la pandemia COVID-19". - Descripción de los seminarios web del CIC: Cada mes, el equipo de Information Commons de COVID (junto con el Northeast Big Data Innovation Hub) reúne a un grupo de investigadores que estudian diversos aspectos de la pandemia actual, para compartir sus investigaciones y responder preguntas de nuestra comunidad. Los eventos muestran los esfuerzos continuos de los científicos en la lucha contra el COVID-19, incluyendo oportunidades de colaboración.

Online Discrimination and Academic Wellbeing

Previous research highlights the association between discrimination and problems with academic achievement among racial and ethnic minority students. Although less frequently studied, online and conventional media messages can impact students through direct and indirect discrimination. We expect that when students experience discrimination, this will affect their academic wellbeing, including academic self-efficacy, academic stereotype threat, and grades. We also expect that there are personal and interpersonal factors, such as joy of learning, educational purpose, diversity-related interactions, and peer support, that will buffer the effects of discrimination on objective academic performance

Prospective associations between peer support, academic competence, and anxiety in college students.

Previous literature has demonstrated that peer support is instrumental for the promotion of adaptive academic and mental health outcomes; however, limited research has examined prospective directional associations between peer support and adjustment within college settings. The purpose of this study was to investigate the longitudinal associations between peer support, academic competence, and anxiety among U.S. college students. U.S. students from a diverse 4-year university (N = 251, 75% women, 24% men, and < 1% a different gender) reported on peer support, academic competence, and anxiety using validated questionnaires at two time points (Fall term of sophomore year and Spring term of senior year). Results showed that peer support was positively associated with academic competence over time but was not significantly related to future anxiety. Academic competence did not significantly predict peer support or anxiety over time, but anxiety was associated with lower future academic competence. These findings offer insight into how types of social relationships link with academic motivation and anxiety over time within educational settings