Adolescence: Developmental, Clinical, and School Psychology – Article overview (UNIVERSITY OF AMSTERDAM)

This bundle contains all the articles for the course Adolescence: Developmental, Clinical, and School Psychology given at the University of Amsterdam. The following articles are included:

“Borghuis et al. (2017). Big five personality stability, change, and codevelopment across adolescence and early adulthood” – Article summary [WORLDSUPPORTER]
“Sherman et al. (2016). The power of the like in adolescence: Effects of peer influence on neural and behavioural responses to social media.” – Article summary [WORLDSUPPORTER]
“Jones et al. (2014). Adolescent-specific patterns of behavior and neural activity during social reinforcement learning.” – Article summary [WORLDSUPPORTER]
“Sommerville (2013). The teenage brain: Sensitivity to social evaluation.” – Article summary [WORLDSUPPORTER]
“Lazowski & Hulleman (2016). Motivation interventions in education: A meta-analytic review.” – Article summary [WORLDSUPPORTER]
“Moffitt (2018). Male antisocial behaviour in adolescence and beyond.” – Article summary

Bundle items:

Borghuis et al. (2017). Big five personality stability, change, and codevelopment across adolescence and early adulthood” – Article summary

Rank-order stability refers to the maintenance of the relative standing of individuals on a trait dimension within a population over time. Mean-level change refers to change in the average trait levels of a population over time. Individual difference in change refers to individual deviations from population mean-level patterns of change.

The cumulative continuity principle of personality

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Sherman et al. (2016). The power of the like in adolescence: Effects of peer influence on neural and behavioural responses to social media.” – Article summary

During adolescence, people are uniquely attuned to the complexities of interpersonal relationships. There are significant changes and reorganization in subcortical regions associated with emotion processing and reward. Escalation of risk taking in adolescence may be the result of the dopaminergic system and related regions in the striatum. This may also explain increased desire to spend time with and

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Jones et al. (2014). Adolescent-specific patterns of behavior and neural activity during social reinforcement learning.” – Article summary

Adolescents show increased attention and neural activation in response to peer acceptance. Feelings of relatedness with others and perceived acceptance during adolescence are associated with higher self-esteem (1), better adjustment in school (2) and greater self-worth (3). Peer rejection in adolescence is associated with school withdrawal (1), aggression (2) and mental health problems (3).

Social contexts

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Sommerville (2013). The teenage brain: Sensitivity to social evaluation.” – Article summary

Social sensitivity refers to the heightened attention, salience and emotion relegated to processing information concerning social evaluations and social standing in adolescence. Social sensitivity could intensify socioemotional processes (e.g. more attuned to instances of perceived social evaluation).

There are three types of patterns of brain development:

Age-linear patterns
This refers to patterns which increase

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Lazowski & Hulleman (2016). Motivation interventions in education: A meta-analytic review.” – Article summary

Intervention studies facilitate our understanding about which interventions are most effective in improving educational outcomes.

Theories of motivation regard the energization and direction of behaviour. Social-cognitive theories of motivation include theories focusing on achievement motives and needs (1), perceived ability and self-concept (2), perceived value for and interest in an activity (3), goals (4), attributions about

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Moffitt (2018). Male antisocial behaviour in adolescence and beyond.” – Article summary

Male antisocial behaviour is heavily concentrated in adolescence. There may be two types of male antisocial behaviour:

Life-course persistent antisocial behaviour (LCP)
This refers to antisocial behaviour that has its origins in neurodevelopmental processes and family adversity. Here, antisocial behaviour begins in childhood, builds persistently and continues into midlife.
Adolescence limited antisocial behaviour (AL)

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