Social Cognitive Development in Adolescence

Smetana, Judith G.; Villalobos, Myriam

doi:10.1002/9780470479193.adlpsy001008

Cited by 80 publications

(81 citation statements)

References 130 publications

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“…Moreover, adolescents undergo important cognitive changes during this age (Paus 2005;Smetana and Villalobos 2009). One could argue that the social category development underlying the development of attitudes toward immigrants shifts between the ages 12 and 13 (see Aboud 2005).…”

Section: Discussionmentioning

confidence: 98%

Parental Influences on Adolescents’ Negative Attitudes Toward Immigrants

Gniewosz

Noack

2015

J Youth Adolescence

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Attitudes toward immigrants are a core component of adolescents' social identities. Although in a globalized world positive attitudes are functional, negative views toward immigrant are widespread. This study investigates the parent-adolescent transmission of attitudes toward immigrants between age 12 and 16. In a longitudinal five-wave cohort-sequential multi-informant survey study on German adolescents (N = 1289; 52.9 % female) and their parents (mothers N = 772; fathers N = 654), self-reported attitudes toward immigrants were measured at each time point. Changes in the adolescents' attitudes were predicted by maternal and paternal self-reported attitudes across time. Predictions of short-term changes revealed that the major effect of the parents' attitudes takes place in early adolescence (between grade 6 and 7). The prediction of the adolescents' long-term attitude changes indicates that these effects sustain until the age of 16. No between-parent differences were found. The results are discussed in terms of early adolescence being a sensitive period for parental effects on the development of adolescents' attitudes toward immigrants.

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Section: Discussionmentioning

confidence: 98%

Parental Influences on Adolescents’ Negative Attitudes Toward Immigrants

Gniewosz

Noack

2015

J Youth Adolescence

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“…More broadly, increases in sociocognitive capacities for reasoning about morality and responsibility have been documented across adolescence (Smetana & Villalobos, 2009). With age and maturity, prosocial reasoning recognizes that behaviors are intrinsically motivated by values and goals rather than based on external rewards (Mussen & Eisenberg, 2001).…”

Section: Development In Childhood and Adolescencementioning

confidence: 99%

“…The related concept of perspective taking, which develops across childhood and adolescence, requires advanced cognitive processing, and can evoke empathetic arousal and enhance prosocial behaviors (Hoffman, 2000). Perspective taking also enables children and adolescents to consider the social contexts of moral decisions (Smetana & Villalobos, 2009). As social responsibility is inherently linked to interpersonal relationships, the ability to view the world from multiple vantage points enables young people to formulate personal obligations to exhibit care and justice.…”

Section: Development In Childhood and Adolescencementioning

confidence: 99%

The developmental roots of social responsibility in childhood and adolescence

Wray‐Lake

Syvertsen

2011

New Directions for Child and Adolescent Development

144

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Social responsibility is a value orientation, rooted in democratic relationships with others and moral principles of care and justice, that motivates certain civic actions. Given its relevance for building stronger relationships and communities, the development of social responsibility within individuals should be a more concerted focus for developmental scholars and youth practitioners. During childhood and adolescence, the developmental roots of individuals' social responsibility lie in the growth of executive function, empathy and emotion regulation, and identity. Efforts to cultivate children and adolescents' social responsibility in the proximal settings of their everyday lives should emphasize modeling prosocial behaviors, communicating concerns for others, and creating opportunities to practice civic skills.

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“…In turn, as adolescents progress from early to middle and late adolescent periods, they tend to view the family in increasingly negative terms relative to parents (Ohannessian & De Los, Reyes, 2014; Ohannessian, Lerner, Lerner, & von Eye, 2000). Researchers surmise that adolescents’ increasingly negative views reflect normative developmental processes (Blakemore, 2007, 2008; Collins, 1991; Smetana & Villalobos, 2009). Specifically, these changes may be adaptive in that they potentially contribute to adolescent development of autonomy from the family (Zimmer-Gembeck & Collins, 2003).…”

Section: Introductionmentioning

confidence: 99%

Comparing Multi-Informant Assessment Measures of Parental Monitoring and Their Links With Adolescent Delinquent Behavior

et al. 2016

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SYNOPSIS Objective Parents’ poor monitoring of adolescents’ whereabouts and activities is commonly linked to adolescents’ increased engagement in delinquent behaviors. Yet, different domains of parental monitoring (parental monitoring behaviors vs. parental knowledge) and reports from multiple informants (parent vs. adolescent) may vary in their links to delinquent behavior. Design Seventy-four parental caregivers and 74 adolescents completed survey measures of parental monitoring and knowledge, and adolescents completed self-report surveys of delinquent behavior. Results We observed low-to-moderate magnitudes of correspondence between parent- and adolescent-reports of parental monitoring behaviors and parental knowledge. Adolescent self-reported delinquent behavior related to parent and adolescent reports of parental monitoring behaviors and parental knowledge, with adolescents who self-reported engagement in delinquent behaviors evidencing lower levels of parental knowledge and higher levels of poor monitoring compared to adolescents who did not self-report engagement in delinquent behaviors. Adolescent self-reported engagement in delinquent behaviors evidenced stronger links to parental monitoring when based on adolescent reports of monitoring (relative to parent reports), whereas stronger links held between adolescent self-reported delinquent behavior and parental knowledge when based on parent reports of knowledge (relative to adolescent reports). Conclusions Links between monitoring and adolescents’ delinquent behavior vary by the kind of monitoring measure completed as well as the informant completing the measure. These findings inform measurement selection in research and clinical assessments of parental monitoring and adolescent delinquent behavior.

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Social Cognitive Development in Adolescence

Cited by 80 publications

References 130 publications

Parental Influences on Adolescents’ Negative Attitudes Toward Immigrants

Parental Influences on Adolescents’ Negative Attitudes Toward Immigrants

The developmental roots of social responsibility in childhood and adolescence

Comparing Multi-Informant Assessment Measures of Parental Monitoring and Their Links With Adolescent Delinquent Behavior

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