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Previous studies supported that adolescents’ moral judgment decreases as their peer problems increase in severity. The objective of the present research was to examine peer problems as a predictor of adolescents’ moral judgment development based upon Jessor’s problem behavior theory and Gibbs moral development theory. It was hypothesized that moral judgment increases with growing age and thus, older adolescents are expected to be at higher stages of moral judgment development than younger adolescents. It was also assumed that adolescents with severe peer problems will be at lower level of moral judgment development than their counterparts. The younger adolescents (n = 140; M = 13.1 year) and older adolescents (n = 147; M = 19 year) were compared on measures of Index of Peer Relations and Padua Moral Judgment Scale. The findings showed that adolescents’ moral judgment development declined with an increase in peer problems, particularly during late adolescence. Adolescents who reported having moderate and severe peer problems had lower level of moral judgment development than those with no and mild peer problems. Findings provided guideline for future researchers and practitioners.

The present study aimed to examine the moderating effects of self-esteem and socio-demographics of gender, age, family system, and the number of friends on the relationship between rejection sensitivity and psychological well-being. Participants were adolescents (n = 112; M = 16 years) and emerging adults (n = 189; M = 23 years) who belonged to nuclear (n = 181) or combined family system (n = 120) and had limited friends (n = 185) or numerous friends (n = 116). Almost an equal number of boys (n = 150) and girls (n = 151) responded to the Rejection Sensitivity Questionnaire, Rosenberg Self-esteem Scale, and Ryff’s Psychological Well-being Scale. The hypothesis stated that rejection sensitivity will predict poor psychological well-being, and high self-esteem will decrease the negative effects of rejection sensitivity on psychological well-being. Findings indicated that rejection sensitivity was a significant negative predictor of psychological well-being and accounted for 14% of the variance in the outcome measure. Rejection sensitivity and high self-esteem had a significant negative correlation and buffered its negative effects on psychological well-being. Participants, i.e., boys, emerging adults, belonging to the nuclear family system, and with more friends, reported having more psychological well-being than their counterparts. The study has intrapersonal and interpersonal behavioral implications at individual, social, and community levels to safeguard behavior from rejection sensitivity, low self-esteem, and poor psychological health. Parents, teachers, policy-makers, psychologists, sociologists, and mental health practitioners can practically benefit from the findings to foster positive behavior and implement prevention-intervention support.

The present study aimed to examine the inter-relationships among perceived parental involvement, autonomy support, academic motivation, and academic achievement of first-generation university students. Gender, family structure, and socioeconomic differences were also examined. Data were collected from 427 first-generation university students and a structural regression model was analyzed with four observed factors of parenting (mother and father involvement and autonomy support), and three observed factors of academic motivation (intrinsic, extrinsic, and amotivation). Perceived parenting behaviors significantly positively predicted academic motivation that, in turn, predicted academic achievement among university students. Extrinsic motivation had a more significant positive effect on academic achievement than intrinsic motivation and amotivation. Gender differences were nonsignificant, whereas family structure and socioeconomic status (SES) had significant differences in all variables except academic achievement. Interestingly, the perception of maternal autonomy support was homogenous across SES groups. The study offers practical information to teachers and parents on how to boost the academic achievement of first-generation university students.

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