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1.
There is a dearth of published research on the role of intergroup contact on urban US ethnic minority children’s and adolescents’
evaluations of racial exclusion. The current investigation examined these issues in a sample of low-income minority 4th, 7th,
and 10th grade (N = 129, 60% female) African American and Latino/a students attending predominately racial and ethnic minority US urban public
schools. Using individual interviews, participants were presented with scenarios depicting three contexts of interracial peer
exclusion (lunch at school, a sleepover party, and a school dance). Novel findings were that intergroup contact was significantly
related to low-income urban ethnic minority youth’s evaluations of the wrongfulness of race-based exclusion and their awareness
of the use of stereotypes to justify racial exclusion. Further, significant interactions involving intergroup contact, context,
age, and gender were also found. Findings illustrated the importance of intergroup contact for ethnic minority students and
the complexity of ethnic minority children’s and adolescents’ judgments and decision-making about interracial peer exclusion. 相似文献
2.
School Climate for Transgender Youth: A Mixed Method Investigation of Student Experiences and School Responses 总被引:2,自引:0,他引:2
Jenifer K. McGuire Charles R. Anderson Russell B. Toomey Stephen T. Russell 《Journal of youth and adolescence》2010,39(10):1175-1188
Transgender youth experience negative school environments and may not benefit directly from interventions defined to support
Lesbian, Gay and Bisexual (LGB) youth. This study utilized a multi-method approach to consider the issues that transgender
students encounter in school environments. Using data from two studies, survey data (total n = 2260, 68 transgender youth) from study 1 and focus groups (n = 35) from study 2, we examine transgender youth’s experience of school harassment, school strategies implemented to reduce
harassment, the protective role of supportive school personnel, and individual responses to harassment, including dropping
out and changing schools. In both studies, we found that school harassment due to transgender identity was pervasive, and
this harassment was negatively associated with feelings of safety. When schools took action to reduce harassment, students
reported greater connections to school personnel. Those connections were associated with greater feelings of safety. The indirect
effects of school strategies to reduce harassment on feelings of safety through connection to adults were also significant.
Focus group data illuminate specific processes schools can engage in to benefit youth, and how the youth experience those
interventions. 相似文献
3.
V. Paul Poteat Dorothy L. Espelage Brian W. Koenig 《Journal of youth and adolescence》2009,38(7):952-962
In this study, heterosexual students’ willingness to remain friends with peers who disclose that they are gay or lesbian and
their willingness to attend schools that include gay and lesbian students were examined among two large middle school and
high school samples (Sample 1: n = 20,509; 50.7% girls; Sample 2: n = 16,917; 50.2% girls). Boys were less willing than girls to remain friends or attend schools with gay and lesbian peers,
as were students in earlier grades than were students in later grades. Further, there was small, yet significant, variability
in these scores across schools. Greater racial diversity within the school partially accounted for this school-level variability;
students in more racially diverse schools reported greater willingness to remain friends and attend school with gay and lesbian
peers. Findings suggest that while intervention programs must continue to address blatant and overt physical aggression against
sexual minority youth, there is also a significant need for programming to address the more subtle expressions of sexual prejudice
that contribute to unwelcoming and unsafe school climates. 相似文献
4.
Van Ryzin MJ 《Journal of youth and adolescence》2011,40(12):1568-1580
Although some research suggests that schools can be a source of protective factors for students, the processes by which school
environments impact students’ behavior, performance and adjustment over time are not clear. Guided by both self-determination
theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment,
engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7% female; 77.6% white; 30.9% eligible for FRPL) from five small secondary schools in the upper Midwest,
students’ perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change
in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of
engagement and hope and later perceptions of the environment. These results suggest that the school environment represents
a potential leverage point for educational reform, and interventions that target students’ perceptions of autonomy, teacher/peer
support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes
may create a positive feedback loop in which change in academic performance and adjustment accelerate over time. 相似文献
5.
Utilizing a risk and protective factors approach, this research examined the relationship between self-reported depressive
symptomatology, group membership (bully, victim, bully–victim) risks, and protection among a sample of African–American youths.
Self-report data were collected in spring, 2002. Youth in grades 5–12 were sampled (n = 1,542; 51% female) from an urban school district in the Southeast. African–American youths self-identifying as bullies,
victims, or bully–victims, reported higher levels of depressive symptoms compared to their nonbullied–nonvictimized counterparts.
Additionally, multivariate results highlight a significant set of risk and protective factors associated with depressive symptomatology,
even after controlling for the effects of self-identified group membership. These findings further contribute to our general
understanding of the interplay among bullying, victimization, risk and protective factors, and their effects on depressive
symptoms among a group of understudied African–American youth. 相似文献
6.
Protective and risk factors associated with rates of early sexual debut and risky sexual behaviors for a sample of low-income
adolescent boys were examined using bioecological theory framed by a resiliency perspective. Protective processes examined
include a close mother–son and father–son relationship, parental monitoring and family routines, as well as the adolescent
boy’s academic achievement, expectations, and school recognition. The risk factors assessed were delinquent behaviors, if
the adolescent was born to a teenage mother, family structure, monthly family income, risky neighborhood environments, family
of origin welfare receipt, and maternal education. Waves one (1999) and two (2001) of Welfare, Children, and Families: A Three-City Study were used (N = 528; Wave 1 ages 10–14 years). Associations between early sexual debut and risky sexual behaviors with individual, family,
school, and neighborhood protective and risk factors were addressed through a series of d-probit and Ordinary Least Squares
multiple regression techniques. When protective and risk factors were addressed independently, academic achievement and parental
monitoring protected adolescent boys from early sexual debut and risky sexual behaviors while drug and alcohol use and school
problems placed them at risk for these behaviors. However, when the model is assessed together, early parental monitoring
and academic achievement were shown to protect boys’ early sexual debut and risky sexual behaviors by reducing their delinquent
behaviors, specifically early drug and alcohol use and school problems.
相似文献
Brenda J. LohmanEmail: |
7.
Beam Margaret R. Gil-Rivas Virginia Greenberger Ellen Chen Chuansheng 《Journal of youth and adolescence》2002,31(5):343-357
This study examined risk and protection for adolescent problem behavior and depressive symptomatology in an average-risk sample of 11th graders. Using a socioecological perspective, we aggregated risk factors for adolescent problem behavior and depressed mood by 3 social contexts: i.e., family and peer contexts, and a context comprising the most important nonparental adult (VIP) in respondents' lives. Protective factors associated with these 3 contexts were also included in the analyses. We tested separate models (including outcome-specific risk and protective factors) for predicting problem behaviors and depressive symptoms; the models demonstrated divergent validity. Risk and protective factors accounted for 49% of the variance in problem behavior and 49% in depressive symptoms. Tests of interactions between risk-aggregates and protective factors yielded several significant cross-context buffering effects in the problem behavior model, but none in the depressive symptoms model. Parents' and VIP's perceived sanctions buffered adolescents against high risk for problem behavior emanating from the peer context. Additionally, perceived peers' sanctions buffered youths against risk emanating from each of the 3 contexts. 相似文献
8.
Barile JP Donohue DK Anthony ER Baker AM Weaver SR Henrich CC 《Journal of youth and adolescence》2012,41(3):256-267
In recent discussions regarding concerns about the academic achievement of US students, educational policy makers have suggested
the implementation of certain teacher policies. To address the limited empirical research on the putative educational impact
of such policies, this study used multilevel structural equation models to investigate the longitudinal associations between
teacher evaluation and reward policies, and student mathematics achievement and dropout with a national sample of students
(n = 7,779) attending one of 431 public high schools. The student sample included an equal number of boys and girls averaging
16 years of age, and included a White (53%) majority. This study examined whether associations between teacher policies and
student achievement were mediated by the teacher–student relationship climate. Results of this study were threefold. First,
teacher evaluation policies that allowed students to evaluate their teachers were associated with more positive student reports
of the classroom teaching climate. Second, schools with teacher reward policies that included assigning higher performing
teachers with higher performing students had a negative association with student perceptions of the teaching climate. Lastly,
schools with better student perceptions of the teaching climate were associated with lower student dropout rates by students’
senior year. These findings are discussed in light of their educational policy implications. 相似文献
9.
Charles B. Fleming Richard F. Catalano Kevin P. Haggerty Robert D. Abbott 《Journal of youth and adolescence》2010,39(6):670-682
While prior research has examined family, school, and peer factors as potential predictors of problem behavior, less attention
has been given to studying when these factors are most predictive of problems and if and when changes in these factors signal
risk. Using annual data on a community sample of 1,040 individuals (47% female; 81% White), this study models growth in risk
and protective factors during two developmental periods (Grades 5–8 and Grades 9–12) in order to predict substance misuse
and crime at age 19. For protective factors of positive relationships with family and positive bonds to school, both the levels
of these factors at Grade 5 and change between Grade 5 and Grade 8 predicted substance misuse and crime in early adulthood.
Higher likelihoods of both forms of problem behavior also were predicted by increases in the risk factor of exposure to negative
peers between 5th and 8th grade. In the late adolescent period, levels at 9th grade of all risk and protective factors examined
predicted both substance misuse and crime. Also, increases in exposure to negative peers in late adolescence predicted greater
likelihoods of both forms of problem behavior, while greater risk of substance misuse was predicted by decreases in school
bonding and academic achievement, and greater risk of crime was predicted by worsening relationships with family. The results
add to prior research by indicating that in addition to the level, change in risk and protective factors during these two
stages of development can be signals of risk and are promising targets for intervention. 相似文献
10.
Little attention has been paid to the role of peer social capital in the school context, especially as a predictor of adolescents’
academic outcomes. This study uses a nationally representative (N = 13,738, female = 51%), longitudinal sample and multilevel models to examine how peer networks impact educational achievement
and attainment. Results reveal that, in addition to those factors typically associated with academic outcomes (e.g., school
composition), two individual-level peer network measures, SES and heterogeneity, had significant effects. Although educational
attainment was generally worse in low SES schools, for all ethnic groups higher attainment was associated with attending schools
with higher concentrations of minority students. At the individual level, however, membership in integrated peer networks
was negatively related to high school graduation for Asians, Latinos, and non-Hispanic whites, and to GPA for Asians and Latinos,
as only African-American achievement increased in more racially/ethnically heterogeneous peer networks. Our results suggest
that co-ethnic and co-racial peer friendship networks should not be viewed as obstacles to the educational accomplishments
of today’s youth. In fact, in many cases the opposite was true, as results generally support the ethnic social capital hypothesis
while providing little corroboration for oppositional culture theory. Results also suggest that co-racial and co-ethnic ties
may mediate the negative effects of school choice, or more specifically of between-school socioeconomic segregation. Consequently,
we conclude that school policies aimed at socioeconomic desegregation are likely to beneficially affect the academic outcomes
of all race/ethnic groups.
相似文献
Igor RyabovEmail: |
11.
Noortje Meijs Antonius H. N. Cillessen Ron H. J. Scholte Eliane Segers Renske Spijkerman 《Journal of youth and adolescence》2010,39(1):62-72
This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on
adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance,
and perceived popularity, a measure of social dominance. Participants were 512, 14–15 year-old adolescents (56% girls, 44%
boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related
to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction
between academic achievement and social intelligence, further qualified by school context. Whereas college bound students
gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either
socially or academically, but not in combination. The implications of these findings were discussed. 相似文献
12.
Sandra Graham Amy Bellmore Adrienne Nishina Jaana Juvonen 《Journal of youth and adolescence》2009,38(4):487-499
This study examined the mediating role of self-blaming attributions on peer victimization-maladjustment relations in middle
school and the moderating role of classroom ethnic diversity. Latino and African American 6th grade participants (N = 1105, 56% female) were recruited from middle schools in which they were either members of the numerical majority ethnic
group, the numerical minority, or one of several ethnic groups in ethnically diverse schools. Peer nomination data were gathered
in the Fall of 6th grade to determine which students had reputations as victims of harassment and self-report data on self-blame
for peer harassment and the adjustment outcomes of depressive symptoms and feelings of self-worth were gathered in the Spring
of 6th grade, approximately 6 months later. A mediational model in which self-blame partly explained the relation between
victimization and maladjustment was supported among students from the majority ethnic group in their classroom but not among
students from the minority group. The usefulness of including ethnic diversity as an important context variable in studies
of peer victimization during early adolescence was discussed.
Amy D. Bellmore is an Assistant Professor at University of Wisconsin, Madison in the Department of Educational Psychology. Her research interests include peer-directed aggression, ethnicity and ethnic contexts, and the development of interpersonal perception. Adrienne Nishina is currently an Assistant Professor in the Department of Human and Community Development at University of California, Davis. Her major research interests include mental health in schools, adolescent peer relations, and ethnic diversity. Jaana Juvonen is a Professor and Chair of the Developmental Psychology Program at University of California, Los Angeles. Her area of expertise is in young adolescent peer relationships and school adjustment. 相似文献
Sandra GrahamEmail: |
Amy D. Bellmore is an Assistant Professor at University of Wisconsin, Madison in the Department of Educational Psychology. Her research interests include peer-directed aggression, ethnicity and ethnic contexts, and the development of interpersonal perception. Adrienne Nishina is currently an Assistant Professor in the Department of Human and Community Development at University of California, Davis. Her major research interests include mental health in schools, adolescent peer relations, and ethnic diversity. Jaana Juvonen is a Professor and Chair of the Developmental Psychology Program at University of California, Los Angeles. Her area of expertise is in young adolescent peer relationships and school adjustment. 相似文献
13.
Joseph G. Kosciw Emily A. Greytak Elizabeth M. Diaz 《Journal of youth and adolescence》2009,38(7):976-988
This study examines how locational (region and locale), community-level (school district poverty and adult educational attainment),
and school district-level (district size and ratios of students to key school personnel) variables are related to indicators
of hostile school climate for lesbian, gay, bisexual, and transgender (LGBT) youth. Indicators of hostile climate included
frequency of homophobic remarks and victimization regarding sexual orientation and gender expression. We used data from a
national survey of LGBT secondary school students (N = 5,420; 57.6% female; 65.5% White; mean age = 15.9). Results from regression analyses demonstrated that LGBT youth in rural
communities and communities with lower adult educational attainment may face particularly hostile school climates. School
district characteristics contributed little to the variation in LGBT youth’s experiences. Findings highlight the importance
of considering the multiple contexts that LGBT youth inhabit, particularly as they pertain to educational experiences. 相似文献
14.
Few studies have examined how school characteristics are associated with obesity. The purpose of this study was to examine
the student- and school-level characteristics associated with being overweight and obese among 12,049 students in grades 9
and 10 (junior students) attending 76 secondary schools in Ontario, Canada. The sample was 49.2% female and the average age was 14.7 years. Overall,
15.0% of the sample was considered overweight and 6.3% of the sample was considered obese. Multi-level regression analysis
revealed significant between-school random variation for the likelihood of a junior student (grade 9 or 10) being overweight
or obese. For each 1% increase in the prevalence of obese senior students (grade 11 and 12) at a school, the odds of a junior
student at that school being overweight or obese increased significantly. Important student-level characteristics included
physical activity, screen time sedentary behaviour (e.g., watching television), participation in varsity sports and gender.
Future research should evaluate if the optimal population level impact for school-based obesity prevention programming might
be achieved by targeting the schools that are putting students at the greatest risk. 相似文献
15.
Shirley S. Angrist Richard Mickelsen Anthony N. Penna 《Journal of youth and adolescence》1977,6(2):179-186
Studies of college freshmen find that men are more sexist in their attitudes than women. Does this hold also for high school students? This paper reports the relationship of (1) sex-role attitudes to selected school and family characteristics and (2) attitudes toward family life to sex-role conceptions for women and men. The study is based on 529 students in grades 9 to 12 attending four high schools. The findings show that males are more sexist than females and Blacks more so than Whites. Women who are bright, from upper class backgrounds, and whose mothers work are more equalitarian in sex-role conceptions. For men, family background is unimportant, but attending an elite public school seems to foster equalitarian sex-role conceptions. Men's sex-role attitudes are harder to explain than women's, and, unlike women, their role attitudes have little connection to their family orientation. 相似文献
16.
A longitudinal daily diary method was employed to examine the implications of family assistance for the academic achievement
of 563 adolescents (53% female) from Mexican (n = 217), Chinese (n = 206), and European (n = 140) backgrounds during the high school years (mean age 14.9 years in 9th grade to 17.8 years in 12th grade). Although
changes in family assistance time within individual adolescents were not associated with simultaneous changes in their Grade
Point Averages (GPAs), increases in the proportion of days spent helping the family were linked to declines in the GPAs of
students from Mexican and Chinese backgrounds. The negative implications of spending more days helping the family among these
two groups was not explained by family background factors or changes in study time or school problems. These results suggest
that the chronicity rather than the amount of family assistance may be difficult for adolescents from Mexican and Chinese
backgrounds.
相似文献
Andrew J. FuligniEmail: |
17.
Achievement, engagement, and students’ quality of experience were compared by racial and ethnic group in a sample of students
(N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling
Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported grades. Similarities and differences
in achievement, engagement, and quality of experience among white, black, Latino, and Asian students were examined. The most
marked differences found were between black and white students. Consistent with several previous studies, an engagement–achievement
paradox was found in which black students reported higher engagement, intrinsic motivation, and affect in classrooms, but
lower GPA relative to white students. A similar engagement–achievement paradox was found for students from low SES communities
compared to those from high SES communities. Analyses also revealed racial and ethnic differences in the relationship of engagement
with on-task behavior and contextual factors. Being on-task when in classrooms had a more positive effect on the engagement
of black students relative to white students. The contextual effect of being in school versus home or in public on engagement
was also more positive for black students than white students. Contextual factors and measurement issues are emphasized in
the interpretation of findings and suggestions for future research.
David J. Shernoff is an Assistant Professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi's theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Engagement in after-school program activities: Quality of experience from the perspective of participants” in Journal of Youth and Adolescence (Shernoff and Vandell 2007). Jennifer A. Schmidt is Associate Professor of Educational Psychology at Northern Illinois University. Her research focuses on the nexus of subjective experience, context, and individual development by examining the ways in which social, cultural, and situational circumstances mold experience, which in turn affects development. She earned her PhD. in Psychology: Human Development from the University of Chicago in 1998, where she studied how adolescents’ daily experiences with challenge fosters resilience among adolescents facing adversity. Following the completion of her doctoral studies she was appointed Research Director for the University of Chicago’s Sloan Center on Parents, Children and Work, housed within the National Opinion Research Center. In 2001 she joined the faculty at NIU, where she teaches courses in Educational Psychology and Child Development, Research Design, and Motivation. 相似文献
David J. ShernoffEmail: |
David J. Shernoff is an Assistant Professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi's theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Engagement in after-school program activities: Quality of experience from the perspective of participants” in Journal of Youth and Adolescence (Shernoff and Vandell 2007). Jennifer A. Schmidt is Associate Professor of Educational Psychology at Northern Illinois University. Her research focuses on the nexus of subjective experience, context, and individual development by examining the ways in which social, cultural, and situational circumstances mold experience, which in turn affects development. She earned her PhD. in Psychology: Human Development from the University of Chicago in 1998, where she studied how adolescents’ daily experiences with challenge fosters resilience among adolescents facing adversity. Following the completion of her doctoral studies she was appointed Research Director for the University of Chicago’s Sloan Center on Parents, Children and Work, housed within the National Opinion Research Center. In 2001 she joined the faculty at NIU, where she teaches courses in Educational Psychology and Child Development, Research Design, and Motivation. 相似文献
18.
Michelle Birkett Dorothy L. Espelage Brian Koenig 《Journal of youth and adolescence》2009,38(7):989-1000
Lesbian, gay, and bisexual students (LGB) and those questioning their sexual orientation are often at great risk for negative
outcomes like depression, suicidality, drug use, and school difficulties (Elliot and Kilpatrick, How to Stop Bullying, A KIDSCAPE
Guide to Training, 1994; Mufoz-Plaza et al., High Sch J 85:52–63, 2002; Treadway and Yoakam, J School Health 62(7):352–357, 1992). This study examined how school contextual factors such as homophobic victimization and school climate influence negative
outcomes in LGB and questioning middle school students. Participants were 7,376 7th and 8th grade students from a large Midwestern
county (50.7% Female, 72.7% White, 7.7% Biracial, 6.9% Black, 5.2% Asian, 3.7% Hispanic, and 2.2% reported “other”). LGB and
sexually questioning youth were more likely to report high levels of bullying, homophobic victimization, and various negative
outcomes than heterosexual youth. Students who were questioning their sexual orientation reported the most bullying, the most
homophobic victimization, the most drug use, the most feelings of depression and suicidality, and more truancy than either
heterosexual or LGB students. A positive school climate and a lack of homophobic victimization moderated the differences among
sexual orientation status and outcomes. Results indicate that schools have the ability to lessen negative outcomes for LGB
and sexually questioning students through creating positive climates and reducing homophobic teasing. 相似文献
19.
Jennifer Pearson 《Journal of youth and adolescence》2018,47(7):1469-1485
Adolescence is a critical period for sexual development, and previous research demonstrates that school cultures play an important role in shaping adolescent sexual behavior. However, little is known about the role of school context for developing sexual attitudes and sexual sense of self. This study explores how sexual cultures that emerge within high schools shape the sexual development of young women during the transition to adulthood. Using three waves of data from the National Longitudinal Study of Adolescent to Adult Health, a sample of 9th to 12th graders in U.S. schools in 1994–1995 who were surveyed in 1996 and in 2001 when they were 20 to 26 years old (N?=?1,017), this study measures school sexual cultures using the aggregated sexual beliefs and behaviors of students within the school. Multilevel analyses are used to explore the association between these school sexual cultures and young women’s sexual attitudes (perceived obstacles to using birth control, guilt and shame about sex, and expectations of sexual pleasure) in adolescence and their sexual experiences (equal initiation of sex with partner and frequent orgasm with partner) in adulthood. Overall, the results suggest that schools play an important role in young women’s developing attitudes toward sex and contraception. High school sexual cultures are also associated with young women’s sexual behavior in adult heterosexual relationships, as young women who attended schools with students who had higher levels of religious attendance or guilt and shame about sex were less likely to report being an equal initiator in their adult relationships. However, the relatively small impact of high school sexual cultures on young women’s sexual experiences in adulthood, particularly in terms of sexual pleasure, suggests that more proximal contexts and relationships may play a more significant role in shaping their current sexual behaviors. 相似文献
20.
Drawing from an ecological assets framework as well as research and theory on positive youth development, this study examined
the relationship of early adolescents’ satisfaction with life to trait optimism and assets representing the social contexts
in which early adolescents spend most of their time. Self-reports of satisfaction with life, optimism, and ecological assets
in the school (school connectedness), neighborhood (perceived neighborhood support), family (perceived parental support),
and peer group (positive peer relationships) were assessed in a sample of 1,402 4th to 7th graders (47% female) from 25 public
elementary schools. Multilevel modeling (MLM) was conducted to analyze the variability in life satisfaction both at the individual
and the school level. As hypothesized, adding optimism and the dimensions representing the ecology of early adolescence to
the model significantly reduced the variability in life satisfaction at both levels of analysis. Both personal (optimism)
and all of the ecological assets significantly and positively predicted early adolescents’ life satisfaction. The results
suggest the theoretical and practical utility of an assets approach for understanding life satisfaction in early adolescence. 相似文献