Publications by Year: 2019


Coe-Odess, S., Allen, J. P., Narr, R. K., & Davis, A. A. (2019). Emergent Emotions in Adolescence. In K. Buss, V. Lobue, & K. Perez-Edgar (Eds.), Handbook of Emotional Development (pp. 595-626). New York, NY: Springer. .
Allen, J., Narr, R., Loeb, E., & Davis, A. (2019). Beyond deviancy-training: Deviant adolescent friendships and long-term social development. Development and Psychopathology, 31, 1609-1618.

Adolescent association with deviant and delinquent friends was examined for its roots in coercive parent–teen interactions and its links to functional difficulties extending beyond delinquent behavior and into adulthood. A community sample of 184 adolescents was followed from age 13 to age 27, with collateral data obtained from close friends, classmates, and parents. Even after accounting for adolescent levels of delinquent and deviant behavior, association with deviant friends was predicted by coercive parent–teen interactions and then linked to declining functioning with peers during adolescence and greater internalizing and externalizing symptoms and poorer overall adjustment in adulthood. Results are interpreted as suggesting that association with deviant friends may disrupt a core developmental task—establishing positive relationships with peers—with implications that extend well beyond deviancy-training effects.

Allen, J., Narr, R., Kansky, J., & Szwedo, D. (2019). Adolescent Peer Relationship Qualities as Predictors of Long-Term Romantic Life Satisfaction. Child Development, 91(1), 327-340.

Adolescent-era predictors of adult romantic life satisfaction were examined in a multimethod, prospective, longitudinal study of 165 adolescents followed from ages 13 to 30. Progress in key developmental tasks, including establishing positive expectations and capacity for assertiveness with peers at age 13, social competence at ages 15 and 16, and ability to form and maintain strong close friendships at ages 16–18, predicted romantic life satisfaction at ages 27–30. In contrast, several qualities linked to romantic experience during adolescence (i.e., sexual and dating experience, physical attractiveness) were unrelated to future satisfaction. Results suggest a central role of competence in nonromantic friendships as preparation for successful management of the future demands of adult romantic life.

Costello, M., Narr, R., Tan, J., & Allen, J. (2019). The Intensity Effect in Adolescent Close Friendships: Implications for Aggressive and Depressive Symptomatology. Journal of Research on Adolescence, 30(1).

This study examined the effect of close friendship intensity as a potential amplifier of an adolescent's preexisting tendencies toward depressive and aggressive symptoms. A diverse community sample of 170 adolescents and their closest friends was assessed via multiple methods, and adolescents were followed from age 16 to 17. Results supported the hypothesized effect, with more intense close friendships interacting with higher baseline levels of behavioral symptoms to predict greater relative increases in symptoms over time. Effects were observed for both depressive and aggressive symptoms, and appeared with respect to multiple observational measures of friendship intensity. Findings are interpreted as suggesting that seemingly disparate phenomena (e.g., co‐rumination for depression and deviancy‐training for aggression) may both be dependent upon the intensity of the adolescent's social connections.

Gregory, A., Ruzek, E., DeCoster, J., Mikami, A. Y., & Allen, J. (2019). Focused Classroom Coaching and Widespread Racial Equity in School Discipline. American Educational Research Association Open, 5(4).

We examined the effects of a teacher coaching program on discipline referrals using records from 7,794 U.S. classrooms in secondary schools. Some classroom teachers took part in a trial: They were randomized to receive intensive coaching in a focal classroom or to form a business-as-usual control group. The remaining teachers taught in the same schools as the teachers in the trial. Previous research suggested that the coaching program was associated with increasing equity in discipline referrals in focal, coached classrooms. The current study addressed whether effects found in the teachers’ focal, coached classrooms generalized to diverse classrooms in their course load. Results suggested that the coaching program had no generalized effects on reducing referrals with African American students or racial referral gaps in classrooms with coached teachers, relative to the control teachers and the other teachers in the schools. We offer implications for coaching programs and directions for equity-oriented efforts to reduce racial discipline gaps.

Kansky, J., Allen, J. P., & Diener, E. (2019). The Young Adult Love Lives of Happy Teenagers: The Role of Adolescent Affect in Adult Romantic Relationship Functioning. Journal of Research in Personality, 80(2019), 1-9.

This study assessed early adolescent positive and negative affect as long-term predictors of romantic con-flict, anxious and avoidant attachment, romantic and social competence, and relationship satisfaction inadulthood utilizing a longitudinal, multi-informant study of 166 participants assessed annually at ages14–17, and again at ages 23–25. Positive affect in adolescence predicted greater self-rated social compe-tence during late adolescence and greater self-rated romantic competence and less partner-reported hos-tile conflict almost a decade later. Negative affect predicted lower social and romantic competence.Results generally remained significant after controlling for personality traits, providing greater supportfor the hypothesis that affect has a robust, direct relation to romantic development over time.

Loeb, E. L., Davis, A. A., Costello, M. A., & Allen, J. (2019). Autonomy and Relatedness in Early Adolescent Friendships as Predictors of Short- and Long-term Academic Success. Social Development.

This study examined early adolescent autonomy and relatedness during disagreements with friends as key social competencies likely to predict academic achievement during the transition to high school and academic attainment into early adulthood. A sample of 184 adolescents was followed through age 29 to assess predictions to academic success from observed autonomy and relatedness during a disagreement task with a close friend. Observed autonomy and relatedness at age 13 predicted relative increases in grade point average (GPA) from 13 to 15, and greater academic attainment by age 29, after accounting for baseline GPA. Findings remained after accounting for peer acceptance, social competence, scholastic competence, externalizing and depressive symptoms, suggesting a key role for autonomy, and relatedness during disagreements in helping adolescents navigate challenges in the transition to high school and beyond.