Adolescence and young adulthood are characterized by substantial sociodemographic, family, social, and personality changes that may influence loneliness. Although loneliness is a public health challenge, we know little about how loneliness develops during these periods. Our study addresses this lacuna by using 4-wave longitudinal data from 3,116…

Recent research questions whether children conceptualize race as stable. We examined participants' beliefs about the relative stability of race and emotion, a temporary feature. Participants were White adults and children ages 5-6 and 9-10 (Study 1) and racial minority children ages 5-6 (Study 2). Participants were presented with target children…

Co-rumination is a dyadic process between relationship partners that refers to excessively discussing problems, rehashing problems, speculating about problems, mutual encouragement of problem talk, and dwelling on negative affect. Although studies have addressed youths' "tendency" to co-ruminate, little is known about the nature of…

Applying a person-centered approach, the primary aim of this study was to examine what profiles of schoolwork engagement and burnout (i.e., exhaustion, cynicism, inadequacy) can be identified in high school (N = 979) and among the same participants in young adulthood (ages ranging from 17 to 25). We also examined gender differences, group…

Examined whether an infant's reaction to a stranger would be indirectly influenced by the infant observing a stranger-third party interaction. Subjects were 45 15-month-old infants. Results suggest indirect effects influence social interactions and show that significant others can play an important role in mediating these effects. (Author/RH)

Data from 6-, 8-, and 11-year-old children revealed that the tendency to make personalized inferences of appraisals was more clearly associated with sociometric status than with cognitive capacity measures. Findings provide clues to the development of children's reasoning about emotions. (RH)

Seven and 12 year olds received feedback from another child while they played a game. The positive or negative nature of the feedback influenced children's emotional response to the feedback, their reports of their emotional response, and their understanding of their emotion. (BC)