A Y Mikami
Biographic Data
| ID | 2323523 |
|---|---|
| NAME | A Y Mikami |
| GIVEN NAMES | A Y |
| FAMILY NAME | Mikami |
| SIGNATURE | MIKAMI A Y |
| AFFILIATIONS | University of British Columbia |
| ORCID | 0000-0001-5821-0674 |
| VERIFIED | Yes |
| TOTAL WORKS | 30 |
| TOTAL CITATIONS | 43 |
| WORKS AS AUTHOR | 30 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Better together
Establishing new social connections is critical during the transition to university, especially for students who have moved far from home. We examined how students’ one-on-one connections, along with the dynamics of their social groups, related to their adjustment across a school year. Participants were 717 first-year international undergraduates at a Canadian university who participated in a transition program involving assignment to orientation…
Implications of cooccurring ADHD for the cognitive behavioural treatment of anxiety in autistic children
BACKGROUND: Childhood mental health conditions commonly cooccur, with potential treatment implications. Autistic children frequently experience anxiety and attention deficit/hyperactivity disorder (ADHD). We investigated the implications of this cooccurrence for Cognitive Behavioural Therapy (CBT), a front-line treatment for anxiety in autistic children. We tested whether (1) ADHD predicts anxiety treatment response, (2) ADHD improves in response…
Research Review
BACKGROUND: Understanding the mechanisms of change and between-family differences in behavioural parenting interventions for children with attention-deficit/hyperactivity disorder (ADHD) may help personalise interventions. Therefore, we examined whether improvements in parenting are associated with changes in child behaviour and functional outcomes, and how these associations vary based on parents' baseline parenting levels. METHODS: We collected…
Barriers to mental health help-seeking among Asian American adolescents
I’ll be there for you? The bystander intervention model and cyber aggression
The Bystander Intervention Model (BIM) has been validated for face-to-face emergencies and dictates that observers’ decision to intervene hinges on five sequential steps, while barriers block progress between steps. The current study is the first, to our knowledge, to apply the BIM in its entirety to cyber aggression and explore the ways that individual factors such as experiences with depression, social anxiety, and cyber aggression either as th…
Social Media Posts from Friends during Late Adolescence as Predictors of Young Adult Physical Health
Although an increasing body of literature has linked social experiences to physical health, research has yet to consider how specific aspects of social experiences taking place on social media during late adolescence may predict future physical health outcomes. This study thus examined qualities of social media posts received from peers at age 21 as predictors of participants’ physical health (e.g., Interleukin-6 (inflammation), sleep problems, p…
Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings
The My Teaching Partner-Secondary (MTPS) program demonstrated improvements in classroom interactions and student outcomes in secondary schools using one-on-one coaching between study staff and teachers. Despite promising results, the time, cost, and oversight from a university research team may pose barriers to adoption of coaching programs like MTPS at scale. The My Teaching Team (MTT) project sought to translate key ingredients from MTPS into e…
Peer contagion dynamics in the friendships of children with ADHD
BACKGROUND: Friendships in middle childhood carry high developmental significance. The majority of children with attention-deficit/hyperactivity disorder (ADHD) have few friendships, unstable friendships, or poor relationship quality in any friendships they have. The current study used time-window sequential analysis to map the dynamics within the friendships of children with ADHD, specifically the peer contagion processes of dyadic mutuality and…
Associations between cross-racial friendships and children’s social and academic adjustment in racially diverse classrooms
This study examined bidirectional associations between cross-racial friendships and children's social and academic adjustment. Participants were 583 elementary school-age children in western Canada, or the midwestern United States (4–10 years; 279 girls; 143 Asian, 88 Black, 65 Hispanic or Latinx, 171 White, 116 mixed). Children's adjustment (social preference, academic enablers, academic performance) and friendship nominations (reciprocated, rec…
You teach me and I’ll teach you
Augmented Reality video games such as Pokémon GO have a structure that encourages face-to-face social interactions between players, leading to potentially unique benefits for positivity (positive affect). This study investigated how participants’ social interactions while playing Pokémon GO relate to their positivity after gameplay, crucially, after accounting for other non-social factors typically associated with positivity (participants’ satisf…
The efficacy of interventions on cognitive, behavioral, and affective public stigma around mental illness
The World Federation of ADHD International Consensus Statement
BACKGROUND: Misconceptions about ADHD stigmatize affected people, reduce credibility of providers, and prevent/delay treatment. To challenge misconceptions, we curated findings with strong evidence base. METHODS: We reviewed studies with more than 2000 participants or meta-analyses from five or more studies or 2000 or more participants. We excluded meta-analyses that did not assess publication bias, except for meta-analyses of prevalence. For net…
Teacher Practices, Peer Dynamics, and Academic Enablers
Establishing a positive peer climate in elementary school classrooms is an important goal for educators because peer dynamics are thought to affect academic learning. Thus, it is important to (a) understand the relationship between children's peer dynamics and academic functioning, and (b) identify teacher practices that influence both peer processes and academic outcomes. In this pilot study, we explored whether specific teacher strategies that …
The Homogeneity and Heterogeneity of Moral Functioning in Preschool
The current study examined relations between distinct aspects of moral functioning, and their cognitive and emotional correlates, in preschool age children. Participants were 171 typically developing 3- to 6-year-olds. Each child completed several tasks, including (a) moral tasks assessing both performance of various moral actions and evaluations of moral scenarios presented both verbally and nonverbally; and (b) non-moral tasks assessing general…
Correlates of Loneliness in Children with Attention-Deficit/Hyperactivity Disorder
Online Social Interactions Predict Academic and Emotional Adjustment in the Transition to University
We investigated the developmental implications of online social interactions among 590 youth transitioning to university. We observed friends' posts on participants' Facebook pages, and considered attributes of friends' posts used to indicate positive and negative relationship quality in face-to-face interactions. After statistical control of beginning-of-year functioning and participants' Facebook content, Facebook friends' deviant content posts…
Positive Peer Relationships Facilitate Adjustment in the Transition to University for Emerging Adults With ADHD Symptoms
Many emerging adults, particularly those with attention-deficit/hyperactivity disorder (ADHD) symptoms, struggle to manage the developmental and contextual changes that accompany the transition to university. We examined new students’ formation of positive peer relationships as facilitators of their good university adjustment and as buffers of their ADHD symptom levels. Participants were 571 new university students who had moved away from home to…
Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School
My Teaching Partner-Secondary
In the My Teaching Partner (MTP) program, coaches engage teachers in six to nine coaching cycles across a school year. Guided by the program's theory, coaches help teachers reflect on the emotional, organizational, and instructional features of classrooms. MTP was originally developed for Pre-K and early elementary classrooms (MTP Pre-K), but the current paper focuses on the secondary school version of this program, MTP-Secondary (MTP-S), given t…
How teacher emotional support motivates students
Wanting it Too Much
Systematic Observation of Early Adolescents in Educational Settings
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance o…
Social Networking Site Use Predicts Changes in Young Adults’ Psychological Adjustment
This study examined youths' friendships and posted pictures on social networking sites as predictors of changes in their adjustment over time. Observational, self-report, and peer report data were obtained from a community sample of 89 young adults interviewed at age 21 and again at age 22. Findings were consistent with a leveling effect for online friendships, predicting decreases in internalizing symptoms for youth with lower initial levels of …
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
Adolescent peer relationships and behavior problems predict young adults’ communication on social networking websites
This study examined online communication on social networking web pages in a longitudinal sample of 92 youths (39 male, 53 female). Participants' social and behavioral adjustment was assessed when they were ages 13-14 years and again at ages 20-22 years. At ages 20-22 years, participants' social networking website use and indicators of friendship quality on their web pages were coded by observers. Results suggested that youths who had been better…
My Teaching Partner-Secondary
In the My Teaching Partner (MTP) program, coaches engage teachers in six to nine coaching cycles across a school year. Guided by the program's theory, coaches help teachers reflect on the emotional, organizational, and instructional features of classrooms. MTP was originally developed for Pre-K and early elementary classrooms (MTP Pre-K), but the current paper focuses on the secondary school version of this program, MTP-Secondary (MTP-S), given t…
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School
Social Networking Site Use Predicts Changes in Young Adults’ Psychological Adjustment
This study examined youths' friendships and posted pictures on social networking sites as predictors of changes in their adjustment over time. Observational, self-report, and peer report data were obtained from a community sample of 89 young adults interviewed at age 21 and again at age 22. Findings were consistent with a leveling effect for online friendships, predicting decreases in internalizing symptoms for youth with lower initial levels of …
Relationships between Social Information Processing and Aggression among Adolescent Girls with and without ADHD
Online Social Interactions Predict Academic and Emotional Adjustment in the Transition to University
We investigated the developmental implications of online social interactions among 590 youth transitioning to university. We observed friends' posts on participants' Facebook pages, and considered attributes of friends' posts used to indicate positive and negative relationship quality in face-to-face interactions. After statistical control of beginning-of-year functioning and participants' Facebook content, Facebook friends' deviant content posts…
Systematic Observation of Early Adolescents in Educational Settings
Qualities of Peer Relations on Social Networking Websites
This study examined associations between characteristics of teenagers' relationships with their mothers and their later socializing behavior and peer relationship quality online. At age 13, teenagers and their mothers participated in an interaction in which mothers' and adolescents' behavior undermining autonomy and relatedness was observed, and indicators of teens' depressive symptoms and social anxiety were assessed. At age 20, youth self-repor…
Prevention of Peer Rejection Through a Classroom-Level Intervention in Middle School
Relationships between Social Information Processing and Aggression among Adolescent Girls with and without ADHD
Qualities of Peer Relations on Social Networking Websites
This study examined associations between characteristics of teenagers' relationships with their mothers and their later socializing behavior and peer relationship quality online. At age 13, teenagers and their mothers participated in an interaction in which mothers' and adolescents' behavior undermining autonomy and relatedness was observed, and indicators of teens' depressive symptoms and social anxiety were assessed. At age 20, youth self-repor…
Adolescent peer relationships and behavior problems predict young adults’ communication on social networking websites
This study examined online communication on social networking web pages in a longitudinal sample of 92 youths (39 male, 53 female). Participants' social and behavioral adjustment was assessed when they were ages 13-14 years and again at ages 20-22 years. At ages 20-22 years, participants' social networking website use and indicators of friendship quality on their web pages were coded by observers. Results suggested that youths who had been better…
An Interaction-Based Approach to Enhancing Secondary School Instruction and Student Achievement
“Just the facts” is not enough.
Social Networking Site Use Predicts Changes in Young Adults’ Psychological Adjustment
This study examined youths' friendships and posted pictures on social networking sites as predictors of changes in their adjustment over time. Observational, self-report, and peer report data were obtained from a community sample of 89 young adults interviewed at age 21 and again at age 22. Findings were consistent with a leveling effect for online friendships, predicting decreases in internalizing symptoms for youth with lower initial levels of …
The Pivotal Role of Adolescent Autonomy in Secondary School Classrooms
Observations of Effective Teacher–Student Interactions in Secondary School Classrooms
Multilevel modeling techniques were used with a sample of 643 students enrolled in 37 secondary school classrooms to predict future student achievement (controlling for baseline achievement) from observed teacher interactions with students in the classroom, coded using the Classroom Assessment Scoring System-Secondary. After accounting for prior year test performance, qualities of teacher interactions with students predicted student performance o…
Systematic Observation of Early Adolescents in Educational Settings
How teacher emotional support motivates students
Wanting it Too Much
Positive Peer Relationships Facilitate Adjustment in the Transition to University for Emerging Adults With ADHD Symptoms
Many emerging adults, particularly those with attention-deficit/hyperactivity disorder (ADHD) symptoms, struggle to manage the developmental and contextual changes that accompany the transition to university. We examined new students’ formation of positive peer relationships as facilitators of their good university adjustment and as buffers of their ADHD symptom levels. Participants were 571 new university students who had moved away from home to…
Perceptions of Relatedness with Classroom Peers Promote Adolescents’ Behavioral Engagement and Achievement in Secondary School
My Teaching Partner-Secondary
In the My Teaching Partner (MTP) program, coaches engage teachers in six to nine coaching cycles across a school year. Guided by the program's theory, coaches help teachers reflect on the emotional, organizational, and instructional features of classrooms. MTP was originally developed for Pre-K and early elementary classrooms (MTP Pre-K), but the current paper focuses on the secondary school version of this program, MTP-Secondary (MTP-S), given t…
Online Social Interactions Predict Academic and Emotional Adjustment in the Transition to University
We investigated the developmental implications of online social interactions among 590 youth transitioning to university. We observed friends' posts on participants' Facebook pages, and considered attributes of friends' posts used to indicate positive and negative relationship quality in face-to-face interactions. After statistical control of beginning-of-year functioning and participants' Facebook content, Facebook friends' deviant content posts…
Correlates of Loneliness in Children with Attention-Deficit/Hyperactivity Disorder
The World Federation of ADHD International Consensus Statement
BACKGROUND: Misconceptions about ADHD stigmatize affected people, reduce credibility of providers, and prevent/delay treatment. To challenge misconceptions, we curated findings with strong evidence base. METHODS: We reviewed studies with more than 2000 participants or meta-analyses from five or more studies or 2000 or more participants. We excluded meta-analyses that did not assess publication bias, except for meta-analyses of prevalence. For net…
Teacher Practices, Peer Dynamics, and Academic Enablers
Establishing a positive peer climate in elementary school classrooms is an important goal for educators because peer dynamics are thought to affect academic learning. Thus, it is important to (a) understand the relationship between children's peer dynamics and academic functioning, and (b) identify teacher practices that influence both peer processes and academic outcomes. In this pilot study, we explored whether specific teacher strategies that …
The Homogeneity and Heterogeneity of Moral Functioning in Preschool
The current study examined relations between distinct aspects of moral functioning, and their cognitive and emotional correlates, in preschool age children. Participants were 171 typically developing 3- to 6-year-olds. Each child completed several tasks, including (a) moral tasks assessing both performance of various moral actions and evaluations of moral scenarios presented both verbally and nonverbally; and (b) non-moral tasks assessing general…
Integrating Research-Supported Coaching Practices Into Secondary Teachers’ Team Meetings
The My Teaching Partner-Secondary (MTPS) program demonstrated improvements in classroom interactions and student outcomes in secondary schools using one-on-one coaching between study staff and teachers. Despite promising results, the time, cost, and oversight from a university research team may pose barriers to adoption of coaching programs like MTPS at scale. The My Teaching Team (MTT) project sought to translate key ingredients from MTPS into e…
Peer contagion dynamics in the friendships of children with ADHD
BACKGROUND: Friendships in middle childhood carry high developmental significance. The majority of children with attention-deficit/hyperactivity disorder (ADHD) have few friendships, unstable friendships, or poor relationship quality in any friendships they have. The current study used time-window sequential analysis to map the dynamics within the friendships of children with ADHD, specifically the peer contagion processes of dyadic mutuality and…
Associations between cross-racial friendships and children’s social and academic adjustment in racially diverse classrooms
This study examined bidirectional associations between cross-racial friendships and children's social and academic adjustment. Participants were 583 elementary school-age children in western Canada, or the midwestern United States (4–10 years; 279 girls; 143 Asian, 88 Black, 65 Hispanic or Latinx, 171 White, 116 mixed). Children's adjustment (social preference, academic enablers, academic performance) and friendship nominations (reciprocated, rec…
You teach me and I’ll teach you
Augmented Reality video games such as Pokémon GO have a structure that encourages face-to-face social interactions between players, leading to potentially unique benefits for positivity (positive affect). This study investigated how participants’ social interactions while playing Pokémon GO relate to their positivity after gameplay, crucially, after accounting for other non-social factors typically associated with positivity (participants’ satisf…
The efficacy of interventions on cognitive, behavioral, and affective public stigma around mental illness
I’ll be there for you? The bystander intervention model and cyber aggression
The Bystander Intervention Model (BIM) has been validated for face-to-face emergencies and dictates that observers’ decision to intervene hinges on five sequential steps, while barriers block progress between steps. The current study is the first, to our knowledge, to apply the BIM in its entirety to cyber aggression and explore the ways that individual factors such as experiences with depression, social anxiety, and cyber aggression either as th…
Psychology (28 works) · Developmental psychology (17 works) · Social Psychology (17 works) · Social Psychology (11 works) · Child and Adolescent Psychosocial and Emotional Development (10 works) · Clinical Psychology (10 works) · Attention Deficit Hyperactivity Disorder (8 works) · Psychiatry (8 works) · Impact of Technology on Adolescents (7 works) · Clinical Psychology (6 works)