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Jaana Juvonen
Professor
Primary Area:
Developmental Psychology
Address:
2291C FH
Phone:
(310) 825-8293
Research and Teaching Interests:

I study teens’ relationships with their peers, and how these relationships are shaped by environmental (e.g., school contextual, online) factors. One central goal of my work is to understand  various types of person-group interactions. I am particularly interested in the effects of student composition (e.g., homogeneity vs. different forms of diversity) on social norms, peer relationships, and social-emotional wellbeing.

Guided by a social-contextual perspective, I conceptualize schools and classrooms as ecological niches that shape peer relationships and wellbeing. Much of my research pertains to bullying and victimization. I have examined both the motives predicting bullying perpetration (dominance) and the social-cognitive mechanisms (self-blame) underlying the emotional plight of the targets of bullying. I also conduct research on peer groups norms and how they are related to adolescent behavior. My current collaborative research examines the effects of school ethnic diversity on friendship formation, social identity development, prejudice, mental health, and academic success across middle and high school.

Biography:

see attached CV

Representative Publications:

Juvonen, J., Kogachi, K & Graham, S. (2018). When and how do students benefit from ethnic diversity in middle school? Child Development, 89, 1268-1282.

Juvonen, J. (2018). The potential of schools to facilitate and constrain peer relationships. In W. Bukowski, K. Rubin, B. Laursen (Eds), Handbook of Peer Interactions, Relationships, and Groups, (491-509)New York: The Guildford Press.

Juvonen, J. Lessard, L., Schacter, H.L., & Enders, C. (2018). The effects of middle school weight climate on youth with higher body weight. Journal of Research on Adolescence. Online first, doi.org/10.1111/jora.12386

Knifsend, C., Chamacho-Thompson, D., Juvonen, J. & Graham, S. (2018). Friends in activities, school-related affect, and academic outcomes in diverse middle schools. Journal of Youth and Adolescence, 47, 1208-1220.

Knifsend, C., Bell, A., & Juvonen, J. (2017). Identification with multiple groups in multiethnic middle schools: What predicts social ingroup overlap? Journal of Youth and Adolescence, 46, 317–327.

Lessard, L. & Juvonen, J. (2019). Cross-class friendship and academic achievement in middle school. Developmental Psychology. Advance online publication. http://dx.doi.org/10.1037/dev0000755

Lessard, L., & Juvonen., J. (2019). Weight diversity: School context moderates the academic risk of heavy weight in adolescence. School Psychology Quarterly.

Rastogi, R., & Juvonen, J. (2019). Interminority friendships and intergroup attitudes across middle school: Quantity and stability of Black-Latino ties. Journal of Youth and Adolescence, 1-12.

Schacter, H., L., & Juvonen, J. (2018) You’ve got a friend(ly school): Can prosocial norms and friends similarly protect victims from distress? Social Development, 27, 636-651.

Schacter, H., L., & Juvonen, J. (2018). Dynamic changes in peer victimization and adjustment across middle school: Does friends’ victimization alleviate distress? Child Development. Online first, doi.org/10.1111/cdev.13038

Smith, S., D., Schacter, H., L., Enders, G., & Juvonen, J. (2018). Effects of school-level gender norm salience on adolescent adjustment. Journal of Youth and Adolescence, 47, 947–960.

 

 

 

 

Rastogi, R., & Juvonen, J. (2019). Interminority friendships and intergroup attitudes across middle school: Quantity and stability of Black-Latino ties. Journal of Youth and Adolescence, 1-12.

 

Brown, C., & Juvonen, J. (2018). Insights about the effects of diversity: When does diversity promote inclusion and for whom? Journal of Applied Developmental Psychology, 59, 75–81.

 

Huitsing, G., Lodder, G., Oldenburg, B., Schacter, H. L., Salmivalli, C., Juvonen, J., & Veenstra, R. (2018). The healthy context paradox: Victims’ adjustment during an anti-bullying intervention. Journal of Child and Family Studies, 1-11.

 
 

 

Espinoza, G., Schacter, H.L., & Juvonen, J.  (2018). Peer victimization and school adjustment among ethnically diverse middle school students: Does ethnic ingroup representation matter? Journal of Early Adolescence. Online first, DOI: 0272431618770829.

 

Juvonen, J. Lessard, L., Schacter, H.L., & Enders, C. (2018). The effects of middle school weight climate on youth with higher body weight. Journal of Research on Adolescence. Online first, doi.org/10.1111/jora.12386

 

Schacter, H., L., & Juvonen, J. (2018). Dynamic changes in peer victimization and adjustment across middle school: Does friends’ victimization alleviate distress? Child Development. Online first, doi.org/10.1111/cdev.13038

 

Schacter, H., L., & Juvonen, J. (2018) You’ve got a friend(ly school): Can prosocial norms and friends similarly protect victims from distress? Social Development, 27, 636 -651.

 

Knifsend, C., Chamacho-Thompson, D., Juvonen, J. & Graham, S. (2018). Friends in activities, school-related affect, and academic outcomes in diverse middle schools. Journal of Youth and Adolescence. 47, 1208-1220.

 

Juvonen, J., Kogachi, K & Graham, S. (2017). When and how do students benefit from ethnic diversity in middle school? Child Development, 89, 1268-1282.

Smith, S., D., Schacter, H., L., Enders, G., & Juvonen, J. (2017). Effects of school-level gender norm salience on adolescent adjustment. Journal of Youth and Adolescence. Online First.

Knifsend, C. & Juvonen, J. (2017) Extracurricular activities in multiethnic middle schools: Ideal context for positive intergroup attitudes? Journal of Research on Adolescence, 7, 407-422.