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1.
Margit Wiesner Rainer K. Silbereisen Karina Weichold 《Journal of youth and adolescence》2008,37(5):537-551
This study examined concurrent and lagged effects of deviant peer association on levels of alcohol use for distinctive trajectories
of drinking from ages 14–18 years, while controlling for age, paternal education, community size, and conduct problems. Longitudinal
data were available from a secondary data archive of male and female German adolescents (N = 1,619). Conditional latent growth mixture modeling analysis indicated consistent concurrent effects of deviant peer association
(specified as time-varying covariate) on alcohol use for the regular users group, but not any of the other drinking trajectory
groups. Very few lagged effects of deviant peers association on alcohol use were found, and thus the social influence hypothesis
received little empirical support. Overall, findings suggest the need to consider heterogeneity in the study of peer characteristics
and alcohol use for both male and female adolescents.
Dr. Margit Wiesner received her Doctoral degree in 1999 from the Friedrich Schiller University of Jena (Germany) and currently is Assistant Professor in the Department of Educational Psychology at the University of Houston. Research interests include developmental trajectories of offending and other problem behaviors, and psychosocial transitions during adolescence and young adulthood. Dr. Rainer K. Silbereisen received his Doctoral degree in 1975 from the Technical University of Berlin (Germany) and currently is Professor and Chair of the Department of Developmental Psychology at the Friedrich-Schiller-University (FSU) of Jena. He is also Director of the Center for Applied Developmental Science at FSU. His main research interests concern human development across the life-span, particularly concerning adolescence and early adulthood. He has directed several longitudinal projects on problem behavior in adolescence, effects of early adversities on the timing of psychosocial transitions, the impact of social change on adolescent development, acculturation among immigrants, and bio-behavioral aspects of adolescent development. Dr. Karina Weichold received her Doctoral degree in 2002 from the Friedrich Schiller University of Jena (Germany) and currently is Assistant Professor in the Department of Developmental Psychology at the Friedrich-Schiller-University (FSU) of Jena. Her research topics include adolescent alcohol consumption in times of social change, biopsychosocial mechanisms of maladaptation during puberty and adolescence, and interventions for adolescent problem behavior. 相似文献
Karina WeicholdEmail: |
Dr. Margit Wiesner received her Doctoral degree in 1999 from the Friedrich Schiller University of Jena (Germany) and currently is Assistant Professor in the Department of Educational Psychology at the University of Houston. Research interests include developmental trajectories of offending and other problem behaviors, and psychosocial transitions during adolescence and young adulthood. Dr. Rainer K. Silbereisen received his Doctoral degree in 1975 from the Technical University of Berlin (Germany) and currently is Professor and Chair of the Department of Developmental Psychology at the Friedrich-Schiller-University (FSU) of Jena. He is also Director of the Center for Applied Developmental Science at FSU. His main research interests concern human development across the life-span, particularly concerning adolescence and early adulthood. He has directed several longitudinal projects on problem behavior in adolescence, effects of early adversities on the timing of psychosocial transitions, the impact of social change on adolescent development, acculturation among immigrants, and bio-behavioral aspects of adolescent development. Dr. Karina Weichold received her Doctoral degree in 2002 from the Friedrich Schiller University of Jena (Germany) and currently is Assistant Professor in the Department of Developmental Psychology at the Friedrich-Schiller-University (FSU) of Jena. Her research topics include adolescent alcohol consumption in times of social change, biopsychosocial mechanisms of maladaptation during puberty and adolescence, and interventions for adolescent problem behavior. 相似文献
2.
Growth curve analyses were used to investigate parents’ and peers’ influence on adolescents’ choice to abstain from antisocial
behavior in a community-based sample of 416 early adolescents living in the Southeastern United States. Participants were
primarily European American (91%) and 51% were girls. Both parents and peers were important influences on the choice to abstain
from antisocial behavior. Over the four-year period adolescents relied increasingly on parents as influences and relied less
on peers as influences to deter antisocial behavior. Significant gender differences emerged and suggested that female adolescents
relied more on social influences than did male adolescents but that as time progressed male adolescents increased the rate
at which they relied on peers. Higher family income was associated with choosing peers as a social influence at wave 1, but
no other significant income associations were found. Understanding influences on adolescents’ abstinence choices is important
for preventing antisocial behavior.
Emily C. Cook is in her final year of doctoral studies in human development and family studies at the University of North Carolina at Greensboro. Her research interests include peer influences and parental influences on adolescents’ problem behaviors, parental influences on adolescents’ social development, and effective prevention and interventions for adolescents who exhibit problem behaviors. Cheryl Buehler is a professor of human development and family studies at the University of North Carolina at Greensboro. Her research interests include marital conflict, marital relations, parenting, and adolescent well-being. Robert Henson is an assistant professor of educational research methodology at the University of North Carolina at Greensboro. Dr. Henson’s research interests include educational measurement, cognitive diagnosis models, hierarchical linear models, and mathematical statistics. 相似文献
Emily C. CookEmail: |
Emily C. Cook is in her final year of doctoral studies in human development and family studies at the University of North Carolina at Greensboro. Her research interests include peer influences and parental influences on adolescents’ problem behaviors, parental influences on adolescents’ social development, and effective prevention and interventions for adolescents who exhibit problem behaviors. Cheryl Buehler is a professor of human development and family studies at the University of North Carolina at Greensboro. Her research interests include marital conflict, marital relations, parenting, and adolescent well-being. Robert Henson is an assistant professor of educational research methodology at the University of North Carolina at Greensboro. Dr. Henson’s research interests include educational measurement, cognitive diagnosis models, hierarchical linear models, and mathematical statistics. 相似文献
3.
4.
This mixed-methods exploratory study examined the diverse content and situated context of White adolescents’ racial-ethnic
identities. The sample consisted of 781 9th–12th grade White adolescents from three New England schools, which varied in racial
and economic make-up. Open-ended responses provided a range of thematic categories regarding the importance of race-ethnicity
to the adolescents’ identities, representing the diverse ideologies of White adolescents’ explanations, ranging from colorblind
claims to ethnic pride. This study also found significant relationships between racial-ethnic identity importance (centrality)
and parents’ education for White adolescents. These findings highlight the diversity of White adolescents’ understanding of
their racial-ethnic identities and the importance of context in shaping racial-ethnic centrality.
Jennifer M. Grossman is a Research Scientist at Wellesley Centers for Women. She received her Ph.D. in Counseling Psychology from Boston College. Her major research interests include adolescent development in the context of racial and ethnic experiences, peer relationships, and family socialization processes. Linda Charmaraman is an NICHD postdoctoral research fellow at the Wellesley Centers for Women. She received her Ph.D. in Human Development and Education from UC Berkeley. Her research interests include adolescent identity, positive urban youth development, and youth media cultures. 相似文献
Jennifer M. GrossmanEmail: |
Jennifer M. Grossman is a Research Scientist at Wellesley Centers for Women. She received her Ph.D. in Counseling Psychology from Boston College. Her major research interests include adolescent development in the context of racial and ethnic experiences, peer relationships, and family socialization processes. Linda Charmaraman is an NICHD postdoctoral research fellow at the Wellesley Centers for Women. She received her Ph.D. in Human Development and Education from UC Berkeley. Her research interests include adolescent identity, positive urban youth development, and youth media cultures. 相似文献
5.
The present study examines how exposure to relational aggression at school is associated with adolescents’ perceptions of,
and participation in, a hostile school environment. Participants were 1,335 African American and European American adolescents
in grades 7 through 12 (52% female, 49% African American). Results indicate that exposure to relational aggression is associated
with several components of adolescents’ perceptions of the school climate. Adolescents exposed to high levels of relational
aggression perceived their school to be less safe, and were less pleased with the general social atmosphere at school. Moreover,
for males, but not females, exposure to relational aggression was associated with carrying a weapon to school. Implications
and suggestions for future research are discussed in terms of working toward safer school environments for adolescents.
Sara Goldstein is an Assistant Professor in the Department of Family and Child Studies at Montclair State University. She received her Ph.D. in Psychology from Bowling Green State University. Her major research interests include peer relationships, aggression, and gender. Amy Young is an Assistant Research Scientist at the Institute for Research on Women and Gender at the University of Michigan. She received her Ph.D. in Psychology from the University of Michigan. Major research interests include gender, sexual assault, substance use, and developmental psychopathology. Carol Boyd is a Professor of Nursing and a Professor of Women’s Studies and is Director of the Institute for Research on women and Gender at the University of Michigan, Ann Arbor. She received her PhD, in Nursing (cognate Anthropology). Her major research interests include gender and substance abuse. 相似文献
Sara E. GoldsteinEmail: |
Sara Goldstein is an Assistant Professor in the Department of Family and Child Studies at Montclair State University. She received her Ph.D. in Psychology from Bowling Green State University. Her major research interests include peer relationships, aggression, and gender. Amy Young is an Assistant Research Scientist at the Institute for Research on Women and Gender at the University of Michigan. She received her Ph.D. in Psychology from the University of Michigan. Major research interests include gender, sexual assault, substance use, and developmental psychopathology. Carol Boyd is a Professor of Nursing and a Professor of Women’s Studies and is Director of the Institute for Research on women and Gender at the University of Michigan, Ann Arbor. She received her PhD, in Nursing (cognate Anthropology). Her major research interests include gender and substance abuse. 相似文献
6.
Jennifer L. Woolard Hayley M. D. Cleary Samantha A. S. Harvell Rusan Chen 《Journal of youth and adolescence》2008,37(6):685-698
This study examines whether parents have the prerequisite knowledge about police interrogation that would allow them to compensate
for youths’ knowledge deficits, protect their interests, and buffer against their vulnerability to coercion. A racially diverse
urban/suburban convenience sample of 77 11- to 13-year-olds, 46 14- to 15-year-olds, and 47 16- to 17-year-olds and their
parents completed a semi-structured interview on knowledge of legal rights and police practices. Results show that parents
know more than younger adolescents about components of the Miranda warning and its behavioral implications but do not necessarily know more about police strategy or the parameters of parental
protection. Age and socioeconomic status were associated with youths’ risk for poor knowledge. Among parents, IQ, race, and
the child’s age predicted risk classification. Parent IQ, socioeconomic status, and youths’ justice experience, race, and
age predicted whether families were classified as at risk for poor knowledge. The results question legal assumptions about
parents’ capacity for protecting youths’ interests without intervention.
Jennifer L. Woolard is an assistant professor of psychology at Georgetown University. She received her Ph.D. in developmental and community psychology from the University of Virginia. Her major research interests include police interrogation of juveniles, culpability, the attorney-client relationship, and the role of parents in adolescents’ legal decision making. Hayley M. D. Cleary is a doctoral candidate in Developmental Science at Georgetown University. She received her M.PP. in public policy from Georgetown University. Her research examines youths’ attitudes about police and legal authorities, police interrogation of juvenile suspects, and adolescents’ legal decision making. Samantha A. S. Harvell is also a doctoral candidate in Developmental Science at Georgetown University. She received her M.PP. in public policy from Georgetown University. Her research assesses procedural justice mechanisms in adolescence, the attorney-client relationship in juvenile cases, and parental involvement in legal decision making. Rusan Chen is a Senior Statistician at Georgetown University. He received his Ph.D. in quantitative psychology from Tulane University. He is interested in behavioral research methodology and psychometrics. 相似文献
Jennifer L. WoolardEmail: |
Jennifer L. Woolard is an assistant professor of psychology at Georgetown University. She received her Ph.D. in developmental and community psychology from the University of Virginia. Her major research interests include police interrogation of juveniles, culpability, the attorney-client relationship, and the role of parents in adolescents’ legal decision making. Hayley M. D. Cleary is a doctoral candidate in Developmental Science at Georgetown University. She received her M.PP. in public policy from Georgetown University. Her research examines youths’ attitudes about police and legal authorities, police interrogation of juvenile suspects, and adolescents’ legal decision making. Samantha A. S. Harvell is also a doctoral candidate in Developmental Science at Georgetown University. She received her M.PP. in public policy from Georgetown University. Her research assesses procedural justice mechanisms in adolescence, the attorney-client relationship in juvenile cases, and parental involvement in legal decision making. Rusan Chen is a Senior Statistician at Georgetown University. He received his Ph.D. in quantitative psychology from Tulane University. He is interested in behavioral research methodology and psychometrics. 相似文献
7.
Organized Activity Participation and Internalizing and Externalizing Symptoms: Reciprocal Relations during Adolescence 总被引:2,自引:2,他引:0
The aim of this prospective study was to examine the relations between organized activity involvement and internalizing and
externalizing symptoms across four years of high school. Participants were 240 adolescents who varied in their risk for psychopathology.
Information about adolescents’ activity involvement and internalizing and externalizing symptoms were provided by both self-
and mother-reports. Structural equation modeling revealed that the prospective models fit the data well. In addition to showing
that activity involvement and psychopathology were quite stable over the high school years, we found reciprocal effects for
activity involvement and internalizing symptoms at some, although not all, time points. Specifically, controlling for prior
symptoms and risk (i.e., maternal depression history), more activity involvement in tenth grade predicted fewer internalizing
symptoms in eleventh grade, which then predicted more activity involvement in twelfth grade. No reciprocal relations were
found for externalizing problems. These findings highlight the importance of examining internalizing symptoms as both a predictor
and outcome of activity involvement during adolescence.
Amy M. Bohnert Ph.D. is an assistant professor in the Department of Psychology at Loyola University Chicago. Her research focuses on predictors and outcomes of involvement in various after-school contexts, especially organized extracurricular activities. Peter Kane Ph.D. is an assistant professor in the Department of Psychiatry and Behavioral Sciences at Northwestern University’s Feinberg School of Medicine. His research interests include developmental sequelae of high-risk offspring of depressed parents and the role of interpersonal conflict in adolescent psychopathology. Judy Garber Ph.D. is a professor in Psychology and Human Development at Vanderbilt University. Her research focuses on the etiology, course, outcome, treatment, and prevention of depression in children and adolescents. 相似文献
Amy M. BohnertEmail: |
Amy M. Bohnert Ph.D. is an assistant professor in the Department of Psychology at Loyola University Chicago. Her research focuses on predictors and outcomes of involvement in various after-school contexts, especially organized extracurricular activities. Peter Kane Ph.D. is an assistant professor in the Department of Psychiatry and Behavioral Sciences at Northwestern University’s Feinberg School of Medicine. His research interests include developmental sequelae of high-risk offspring of depressed parents and the role of interpersonal conflict in adolescent psychopathology. Judy Garber Ph.D. is a professor in Psychology and Human Development at Vanderbilt University. Her research focuses on the etiology, course, outcome, treatment, and prevention of depression in children and adolescents. 相似文献
8.
Lisa L. Liu Aprile D. Benner Anna S. Lau Su Yeong Kim 《Journal of youth and adolescence》2009,38(4):572-586
This study examined the role of adolescents’ and mothers’ self-reports of English and heritage language proficiency in youth’s
academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to
exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended
to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents’
heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth
whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was
related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated
with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in
both the English and heritage language may confer advantages to Chinese American youth.
Lisa L. Liu is a doctoral student in the Clinical Psychology Program at the University of California, Los Angeles, where she received her Masters in Clinical Psychology. Her research interests focus on the mental health of immigrant and minority families, including the role of parenting practices, parent–child relations, and socio-cultural factors on youth adjustment. Aprile D. Benner is a postdoctoral fellow at the Population Research Center at the University of Texas at Austin. She received her Ph.D. in Education at the University of California, Los Angeles. Her research interests center on adolescent development of low-income and minority youth, specifically investigating how adolescents navigate transition experiences in the early life course and how social contexts influence development. Anna S. Lau is an Assistant Professor in the Department of Psychology at the University of California, Los Angeles where she also received her Ph.D. in Clinical Psychology. A major objective of her research is to enhance the effectiveness of psychosocial interventions for ethnic minority families and children at risk of parenting and child behavior problems. She has authored over 30 articles in the fields of children’s mental health services, child maltreatment, and minority family adjustment. Su Yeong Kim is an Assistant Professor in the School of Human Ecology, Department of Human Development and Family Sciences at the University of Texas at Austin. She received her Ph.D. in Human Development from the University of California, Davis. Her research interests include the role of cultural and family contexts that shape the development of adolescents in immigrant and minority families in the U.S. 相似文献
Lisa L. LiuEmail: |
Lisa L. Liu is a doctoral student in the Clinical Psychology Program at the University of California, Los Angeles, where she received her Masters in Clinical Psychology. Her research interests focus on the mental health of immigrant and minority families, including the role of parenting practices, parent–child relations, and socio-cultural factors on youth adjustment. Aprile D. Benner is a postdoctoral fellow at the Population Research Center at the University of Texas at Austin. She received her Ph.D. in Education at the University of California, Los Angeles. Her research interests center on adolescent development of low-income and minority youth, specifically investigating how adolescents navigate transition experiences in the early life course and how social contexts influence development. Anna S. Lau is an Assistant Professor in the Department of Psychology at the University of California, Los Angeles where she also received her Ph.D. in Clinical Psychology. A major objective of her research is to enhance the effectiveness of psychosocial interventions for ethnic minority families and children at risk of parenting and child behavior problems. She has authored over 30 articles in the fields of children’s mental health services, child maltreatment, and minority family adjustment. Su Yeong Kim is an Assistant Professor in the School of Human Ecology, Department of Human Development and Family Sciences at the University of Texas at Austin. She received her Ph.D. in Human Development from the University of California, Davis. Her research interests include the role of cultural and family contexts that shape the development of adolescents in immigrant and minority families in the U.S. 相似文献
9.
The purpose of this study was two-fold: (1) to identify how school factors were related to perpetration of dating violence
among adolescents; and (2) to assess how these factors may reduce or exacerbate the relationship between parental domestic
violence and adolescents’ perpetration of dating violence, while accounting for individual and family characteristics from
early adolescence. Three waves of data from the Welfare, Children, and Families: A Three-City Study were used (N = 765; Ages 16–20 at Wave 3). Lagged Ordinary Least Squares multiple regression techniques were utilized to examine the link
between perpetration of dating violence and school factors. Results are presented separately by adolescents’ sex and ethnicity-by-sex.
Early involvement with antisocial peers and an increase in involvement with antisocial peers over time were linked to perpetration
of dating violence for males, females, African-American females, and Hispanic males. Lack of school safety and academic difficulties
during early adolescence exacerbated the impact of parental domestic violence exposure for African-American males and Hispanic
males, respectively. Early school involvement, surprisingly, exacerbated this impact for Hispanic females. Implications for
the prevention of perpetration of dating violence are explored.
Melissa P. Schnurr M.S. is a Doctoral student in Human Development and Family Studies at Iowa State University. Schnurr also holds a M.S. in Human Development and Family Studies from Iowa State University. She has research interests in adolescent romantic relationships, adolescent dating violence perpetration, and the effects of the school, family, and neighborhood environments on adolescent development. Brenda J. Lohman Ph.D. is an Assistant Professor of Human Development and Family Studies and a Faculty Affiliate of the Institute for Social and Behavior Research at Iowa State University. Lohman holds a Ph.D. in Human Development and Family Studies from The Ohio State University and a M.S. in Developmental Psychology from Illinois State University. Utilizing a multidisciplinary framework, her research interests focus on the successful academic, psychological, social, and sexual adjustment of adolescents especially those from economically disadvantaged minority families and communities. 相似文献
Brenda J. LohmanEmail: |
Melissa P. Schnurr M.S. is a Doctoral student in Human Development and Family Studies at Iowa State University. Schnurr also holds a M.S. in Human Development and Family Studies from Iowa State University. She has research interests in adolescent romantic relationships, adolescent dating violence perpetration, and the effects of the school, family, and neighborhood environments on adolescent development. Brenda J. Lohman Ph.D. is an Assistant Professor of Human Development and Family Studies and a Faculty Affiliate of the Institute for Social and Behavior Research at Iowa State University. Lohman holds a Ph.D. in Human Development and Family Studies from The Ohio State University and a M.S. in Developmental Psychology from Illinois State University. Utilizing a multidisciplinary framework, her research interests focus on the successful academic, psychological, social, and sexual adjustment of adolescents especially those from economically disadvantaged minority families and communities. 相似文献
10.
Diane Hughes Carolin Hagelskamp Niobe Way Monica D. Foust 《Journal of youth and adolescence》2009,38(5):605-626
The current study examined relationships between adolescents’ and mothers’ reports of ethnic-racial socialization and adolescents’
ethnic-racial identity. The sample included 170 sixth graders (49% boys, 51% girls) and their mothers, all of whom identified
as Black, Puerto Rican, Dominican, or Chinese. Two dimensions of ethnic-racial socialization (cultural socialization and preparation
for bias) were evaluated alongside three dimensions of ethnic-racial identity (exploration, affirmation and belonging, and
behavioral engagement). Mothers’ reports of their cultural socialization predicted adolescents’ reports, but only adolescents’
reports predicted adolescents’ ethnic-racial identity processes. Mothers’ reports of preparation for bias predicted boys’
but not girls’ reports of preparation for bias. Again, only adolescents’ reports of preparation for bias predicted their ethnic-racial
identity. Thus, several gender differences in relationships emerged, with mothers’ and adolescents’ perceptions of cultural
socialization, in particular, playing a more important role in girls’ than in boys’ identity processes. We discuss the implications
of these findings for future research.
Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. There, she is co-director of the doctoral training program in Psychology and Social Intervention and of the Center for Research on Culture, Development, and Education. She received her B.A. from Williams College and her Ph.D. from the University of Michigan in Community and Developmental Psychology. Her research focuses on ecological influences on parenting and socialization processes among ethnic minority families. She has authored numerous articles and special journal issues devoted to identifying cultural knowledge and the use of culturally anchored methods, and has studied issues of special relevance to ethnic minority populations including racial discrimination and ethnic-racial socialization. She is currently co-chair of the cross-university study group on race, culture and ethnicity. Her research has been funded by the National Science Foundation, The National Institutes of Mental Health, the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the Carnegie Corporation. Carolin Hagelskamp is a doctoral student in Community Psychology at New York University’s Graduate School of Arts and Sciences. She received a B.Sc from the University of Kent at Canterbury (UK), and a M.Sc from the London School of Economics and Political Sciences. She has been a senior Research Assistant at the Center for Research on Culture, Development, and Education since 2003. Her research interests are the relationships between maternal work-family experiences, adolescent development and ethnic-racial socialization across ethnically diverse urban families. Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the Director of the Developmental Psychology program and the co-director of the Center for Research on Culture, Development, and Education at NYU. She received her doctorate from the School of Education at Harvard University in Human Development and Psychology and was an NIMH postdoctoral fellow in the psychology department at Yale University. Way’s research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents from low-income families. She is primarily interested in how schools and families as well as larger political and economic contexts influence the developmental trajectories of children and adolescents. Her work also focuses on adolescents’ experiences of social identities, including both their gender and ethnic identities. Way is a nationally recognized leader in the use of mixed methods; she has combined quantitative and qualitative methods to examine developmental processes during adolescence for over two decades. Way is the author of numerous books and journal articles. Her sole authored books include: “Everyday Courage: The Lives and Stories of Urban Teenagers” (NYU Press, 1998); and “Friendship among Adolescent Boys” (to be published by Harvard University Press). Her co-edited or co-authored books include: “Urban Girls: Resisting Stereotypes, Creating Identities” (NYU press, 1996); “Adolescent Boys: Exploring Diverse Cultures of Boyhood” (NYU Press, 2004), and “Growing up Fast: Transitions to Adulthood among Inner City Adolescent Mothers” (Erlbaum Press, 2001)”. The latter co-authored book (with Bonnie Leadbeater) received the Best Book Award from the Society of Research on Adolescence (2002). Her current projects focus on the influence of families and schools on the trajectories of social and emotional development among middle school students in New York City and in Nanjing, China. Her research has been funded by the National Institute of Mental Health, The National Science Foundation, The William T. Grant Foundation, The Spencer Foundation, and by numerous other smaller foundations. Monica D. Foust received her M.A. degree in Psychology from the Steinhardt School of Culture, Education and Human Development and is currently a doctoral student in Developmental Psychology at University of Michigan. Her research interests are in ethnic-racial identity development and in sexual identity development. 相似文献
Diane HughesEmail: |
Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. There, she is co-director of the doctoral training program in Psychology and Social Intervention and of the Center for Research on Culture, Development, and Education. She received her B.A. from Williams College and her Ph.D. from the University of Michigan in Community and Developmental Psychology. Her research focuses on ecological influences on parenting and socialization processes among ethnic minority families. She has authored numerous articles and special journal issues devoted to identifying cultural knowledge and the use of culturally anchored methods, and has studied issues of special relevance to ethnic minority populations including racial discrimination and ethnic-racial socialization. She is currently co-chair of the cross-university study group on race, culture and ethnicity. Her research has been funded by the National Science Foundation, The National Institutes of Mental Health, the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the Carnegie Corporation. Carolin Hagelskamp is a doctoral student in Community Psychology at New York University’s Graduate School of Arts and Sciences. She received a B.Sc from the University of Kent at Canterbury (UK), and a M.Sc from the London School of Economics and Political Sciences. She has been a senior Research Assistant at the Center for Research on Culture, Development, and Education since 2003. Her research interests are the relationships between maternal work-family experiences, adolescent development and ethnic-racial socialization across ethnically diverse urban families. Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the Director of the Developmental Psychology program and the co-director of the Center for Research on Culture, Development, and Education at NYU. She received her doctorate from the School of Education at Harvard University in Human Development and Psychology and was an NIMH postdoctoral fellow in the psychology department at Yale University. Way’s research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents from low-income families. She is primarily interested in how schools and families as well as larger political and economic contexts influence the developmental trajectories of children and adolescents. Her work also focuses on adolescents’ experiences of social identities, including both their gender and ethnic identities. Way is a nationally recognized leader in the use of mixed methods; she has combined quantitative and qualitative methods to examine developmental processes during adolescence for over two decades. Way is the author of numerous books and journal articles. Her sole authored books include: “Everyday Courage: The Lives and Stories of Urban Teenagers” (NYU Press, 1998); and “Friendship among Adolescent Boys” (to be published by Harvard University Press). Her co-edited or co-authored books include: “Urban Girls: Resisting Stereotypes, Creating Identities” (NYU press, 1996); “Adolescent Boys: Exploring Diverse Cultures of Boyhood” (NYU Press, 2004), and “Growing up Fast: Transitions to Adulthood among Inner City Adolescent Mothers” (Erlbaum Press, 2001)”. The latter co-authored book (with Bonnie Leadbeater) received the Best Book Award from the Society of Research on Adolescence (2002). Her current projects focus on the influence of families and schools on the trajectories of social and emotional development among middle school students in New York City and in Nanjing, China. Her research has been funded by the National Institute of Mental Health, The National Science Foundation, The William T. Grant Foundation, The Spencer Foundation, and by numerous other smaller foundations. Monica D. Foust received her M.A. degree in Psychology from the Steinhardt School of Culture, Education and Human Development and is currently a doctoral student in Developmental Psychology at University of Michigan. Her research interests are in ethnic-racial identity development and in sexual identity development. 相似文献
11.
Rethinking Timing of First Sex and Delinquency 总被引:1,自引:1,他引:0
Harden KP Mendle J Hill JE Turkheimer E Emery RE 《Journal of youth and adolescence》2008,37(4):373-385
The relation between timing of first sex and later delinquency was examined using a genetically informed sample of 534 same-sex
twin pairs from the National Longitudinal Study of Adolescent Health, who were assessed at three time points over a 7-year
interval. Genetic and environmental differences between families were found to account for the association between earlier
age at first sex and increases in delinquency. After controlling for these genetic and environmental confounds using a quasi-experimental
design, earlier age at first sex predicted lower levels of delinquency in early adulthood. The current study is contrasted
with previous research with non-genetically informative samples, including Armour and Haynie (2007, Journal of Youth and Adolescence, 36, 141–152). Results suggest a more nuanced perspective on the meaning and consequences of adolescent sexuality than is commonly
put forth in the literature.
Kathryn Paige Harden, M.A. received a B.S. in Psychology from Furman University and is currently a doctoral candidate in Clinical Psychology at the University of Virginia. Her research interests include behavior genetic methodology, as well as the development of child and adolescent externalizing psychopathology. Jane Mendle, M.A. received a B.A. in Psychology from Amherst College and is currently a doctoral candidate in Clinical Psychology at the University of Virginia. Her research interests include the antecedents of pubertal and sexual development, and the consequences of early puberty for psychological adjustment. She is currently a predoctoral intern at New York Presbyterian Hospital in Manhattan. Jennifer E. Hill, M.A. received a B.A. in Psychology from Dartmouth University and is currently a graduate student in Clinical Psychology at the University of Virginia. Her research interests include the role of peer relationships in the development of adolescent alcohol use and delinquent behavior. Eric Turkheimer, Ph.D. received a Ph.D. in Clinical Psychology from the University of Texas. He is a Professor of Psychology and the Director of Clinical Training at the University of Virginia. His research focuses on quantitative issues in behavior genetics, gene–environment interaction in the development of intelligence, and measurement of personality and personality disorders. Robert E. Emery, Ph.D. received a Ph.D. in Clinical Psychology from the State University of New York at Stony Brook. He is a Professor of Psychology and the Director of the Center for Children, Families, and the Law at University of Virginia. His research focuses on family relationships and children’s mental health, including parental conflict, divorce, child custody, and associated legal and policy issues. 相似文献
K. Paige HardenEmail: |
Kathryn Paige Harden, M.A. received a B.S. in Psychology from Furman University and is currently a doctoral candidate in Clinical Psychology at the University of Virginia. Her research interests include behavior genetic methodology, as well as the development of child and adolescent externalizing psychopathology. Jane Mendle, M.A. received a B.A. in Psychology from Amherst College and is currently a doctoral candidate in Clinical Psychology at the University of Virginia. Her research interests include the antecedents of pubertal and sexual development, and the consequences of early puberty for psychological adjustment. She is currently a predoctoral intern at New York Presbyterian Hospital in Manhattan. Jennifer E. Hill, M.A. received a B.A. in Psychology from Dartmouth University and is currently a graduate student in Clinical Psychology at the University of Virginia. Her research interests include the role of peer relationships in the development of adolescent alcohol use and delinquent behavior. Eric Turkheimer, Ph.D. received a Ph.D. in Clinical Psychology from the University of Texas. He is a Professor of Psychology and the Director of Clinical Training at the University of Virginia. His research focuses on quantitative issues in behavior genetics, gene–environment interaction in the development of intelligence, and measurement of personality and personality disorders. Robert E. Emery, Ph.D. received a Ph.D. in Clinical Psychology from the State University of New York at Stony Brook. He is a Professor of Psychology and the Director of the Center for Children, Families, and the Law at University of Virginia. His research focuses on family relationships and children’s mental health, including parental conflict, divorce, child custody, and associated legal and policy issues. 相似文献
12.
Rebecca S. Siegel Annette M. La Greca Hannah M. Harrison 《Journal of youth and adolescence》2009,38(8):1096-1109
This study used a 2-month prospective research design to examine the bi-directional interplay between peer victimization and
social anxiety among adolescents. Participants included 228 adolescents (58% female) in grades 10–12. Three types of peer
victimization were examined: overt (physical aggression or verbal threats), relational (malicious manipulation of a relationship, such as by friendship withdrawal), and reputational (damaging another’s peer relationships, such as through rumor spreading). Adolescents’ self-reported feelings of social anxiety
and peer victimization experiences were assessed at two time points, in November and January of the same school year. Peer
victimization was strongly related to adolescents’ social anxiety, and relational victimization explained additional unique
variance. Moreover, peer victimization was both a predictor and consequence of social anxiety over time, with the most robust
results found for relational victimization. Limited support was obtained for gender as a moderating variable. Findings highlight
the deleterious effects of peer victimization, especially relational victimization, and suggest avenues for future research
and clinical intervention for adolescents experiencing such victimization.
相似文献
Rebecca S. SiegelEmail: |
13.
Gianluca Gini 《Journal of youth and adolescence》2008,37(7):812-820
In this study, we analyzed the relationships among overt and relational victimization and adolescents’ satisfaction with friends.
We also tested the influence of the need for affective relationships with friends. A total of 409 Italian adolescent boys
and girls (age range = 14–16, M = 15.02 years, SD = 2.58) completed a self-report measure of overt and relational victimization, a measure of satisfaction
with friends, and a scale to assess the individual need for affective relationships. A negative association between both forms
of victimization and levels of satisfaction with friends was found. As hypothesized, the need for affective relationships
with friends moderated the relation between relational, but not overt, victimization and satisfaction with friends: Adolescents
who reported more need for affective relationships reported the lowest levels of satisfaction when relationally victimized.
Gianluca Gini M.A. and Ph.D. in Developmental Psychology. He is currently Assistant professor at the Faculty of Psychology (University of Padua, Italy). His major research interests include school bullying, peer victimization and children’s social reasoning. 相似文献
Gianluca GiniEmail: |
Gianluca Gini M.A. and Ph.D. in Developmental Psychology. He is currently Assistant professor at the Faculty of Psychology (University of Padua, Italy). His major research interests include school bullying, peer victimization and children’s social reasoning. 相似文献
14.
Mark R. Fondacaro Eve M. Brank Jennifer Stuart Sara Villanueva-Abraham Jennifer Luescher Penny S. McNatt 《Journal of youth and adolescence》2006,35(6):987-997
This study focused on the relationship between voice and judgments of procedural justice in a sample of older adolescents and examined potential moderating and mediating influences of identity orientation (personal, social, and collective) and negative emotional response. Participants read 1 of 2 different family conflict scenarios (voice and no voice) asking them to imagine themselves in a disagreement with their parents over grades and financial support. In the voice condition, parents were described as making their decision after listening to the participant’s input. In the no voice condition, parents were described as making their decision without listening to the participant’s input. The adolescents then judged the fairness of the parental decisions and responded to questions concerning their identity orientation. Findings indicate that in addition to replicating the effect of voice in a novel context, the present investigation found moderating effects of personal identity orientation on procedural fairness judgments. Additionally, negative emotional response partially mediated the relationship between voice and global judgments of procedural fairness.Mark R. Fondacaro is an Associate Professor of Psychology and Associate Director of the Levin College of Law Center on Children and Families at the University of Florida. He received his Ph.D. in clinical psychology from Indiana University and his J.D. from Columbia University School of Law. His major research interests are ecological jurisprudence and the conceptualization and assessment of procedural justice in legal and extra-legal contexts including the family and the juvenile justice and health care systems.Eve M. Brank is an Assistant Professor of Criminology, Law & Society at the University of Florida. She received her Ph.D. in social psychology and her J.D. from the University of Nebraska, Lincoln. Her major research interests are parental responsibility laws and juvenile law issues.Jennifer Stuart is a graduate student in counseling psychology at the University of Florida. Her major research interests are adolescent development and delinquency prevention.Sara Villanueva-Abraham received her Ph.D. in developmental psychology from the University of Florida. Her major research interests are adolescent development and parent-child relationships.Jennifer Luescher is a Forensic Psychology Postdoctoral Fellow at the University of Massachusetts, Boston. She received her Ph.D. in counseling psychology from the University of Florida. Her major research interests are in the areas of procedural justice, risk assessment and risk management, and mental health and juvenile justice policy.Penny S. McNatt is a Visiting Assistant Professor at the University of North Florida. She received her Ph.D. in social psychology from the University of Florida. Her major research interests are in the area of intergroup relations. 相似文献
15.
Karina Weichold Sabine Büttig Rainer K. Silbereisen 《Journal of youth and adolescence》2008,37(9):1123-1133
Individuation, a process whereby adolescents gain autonomy from their parents while maintaining emotional relatedness, is
displayed by characteristic styles of verbal exchanges. Negotiating this developmental transition is often stressful for adolescents
and their parents. This study deals with the association between pubertal timing, communication behaviors, and stress reactivity
assessed during young females’ conflict discussions with their mothers. A sample of N = 32 girls (age 9–13, T1) was grouped by pubertal timing. Years later (age 17–22, T2) they were followed up and videotapes
of daughter–mother conflict discussions were evaluated. Salivary alpha-amylase was used to assess the stress reactivity. Results
revealed that young women who had entered puberty early were higher in striving for control and separation in interactions
with their mothers, and displayed higher stress levels. These results pointed to less successful individuation in late adolescence/young
adulthood compared to on-time and late maturing age mates.
Karina Weichold is an Assistant Professor of Developmental Psychology, University of Jena, Germany. Received PhD in 2002 from the University of Jena, Germany. Major research interests: Development of problem behaviors and positive adaptation during adolescence in times of social change, with focus on biopsychosocial risk and protective mechanisms, and application of findings on prevention and promotion programs. Sabine Büttig is a Clinical Psychologist working at the Hospital Weinsberg, Germany. Received PhD in 2007 from the University of Jena, Germany. Major research interests: Long-term consequences of inter-individual differences during puberty. Rainer K. Silbereisen is a Professor and Head of the Department of Developmental Psychology, and Director of the Center for Applied Developmental Science (CADS), University of Jena, Germany. He is also Adjunct Professor of Human Development and Family Studies at the Pennsylvania State University (USA). Received PhD in 1975 from the Technical University of Berlin, Germany. Major research interests: Interdisciplinary large scale research on the role of social change in positive and maladaptive human development, utilizing a cross-cultural and biopsychosocial format. 相似文献
Rainer K. SilbereisenEmail: |
Karina Weichold is an Assistant Professor of Developmental Psychology, University of Jena, Germany. Received PhD in 2002 from the University of Jena, Germany. Major research interests: Development of problem behaviors and positive adaptation during adolescence in times of social change, with focus on biopsychosocial risk and protective mechanisms, and application of findings on prevention and promotion programs. Sabine Büttig is a Clinical Psychologist working at the Hospital Weinsberg, Germany. Received PhD in 2007 from the University of Jena, Germany. Major research interests: Long-term consequences of inter-individual differences during puberty. Rainer K. Silbereisen is a Professor and Head of the Department of Developmental Psychology, and Director of the Center for Applied Developmental Science (CADS), University of Jena, Germany. He is also Adjunct Professor of Human Development and Family Studies at the Pennsylvania State University (USA). Received PhD in 1975 from the Technical University of Berlin, Germany. Major research interests: Interdisciplinary large scale research on the role of social change in positive and maladaptive human development, utilizing a cross-cultural and biopsychosocial format. 相似文献
16.
Muriel D. Van Doorn Susan J. T. Branje Joop J. Hox Wim H. J. Meeus 《Journal of youth and adolescence》2009,38(6):790-803
A daily diary method was used to examine the daily dynamics of adolescent conflict and perceived relationship satisfaction
with mothers, fathers, and best friends among a sample of 72 Dutch adolescents (M = 15.59 years). Multilevel analyses revealed that perceived relationship satisfaction with mothers, fathers, and best friends
was lower on days on which conflict occurred with mothers, fathers, and best friends than on days on which no conflict occurred.
More specifically, perceived relationship satisfaction was highest in a particular relationship on days when no conflict occurred,
second highest on days on which constructive conflict occurred, and lowest on days on which unconstructive conflict occurred.
Whereas in adolescents’ relationships with their parents, conflict and perceived relationship satisfaction were not found
to be related to each other one day later, conflict with their best friends—and especially unconstructive conflict—was found
to be related to higher perceived relationship satisfaction one day later.
相似文献
Muriel D. Van DoornEmail: |
17.
A Closer Look at Peer Discrimination,Ethnic Identity,and Psychological Well-being Among Urban Chinese American Sixth Graders 总被引:3,自引:2,他引:1
Recent research suggests that although ethnic discrimination may have negative consequences for psychological well-being among
youth of Chinese descent as it does for other ethnic groups, ethnic identity beliefs may buffer against such effects. Data
for this study were drawn from the Early Adolescent Cohort Study, an investigation of contextual influences on the social,
emotional, and academic adjustment of youth in ethnically diverse New York City middle schools. The present study sample consists
of Chinese American (n = 84) and African American (n = 119) sixth graders. Results suggest that Chinese American youths’ own positive affect toward their ethnic group (private
regard) was positively associated with higher self-esteem. In addition, the more favorably Chinese American youth perceived
that others view their group (public regard), the fewer depressive symptoms they reported. In addition, among Chinese American
youth, more favorable public regard attenuated the negative relationship between peer ethnic discrimination and depressive
symptoms. The implications of these findings are discussed in light of the commonalities among ethnic and racial minority
groups’ experiences of discrimination as well as the unique challenges that Chinese American youth face.
Deborah Rivas-Drake is an Assistant Professor of Education at Brown University. She received her Ph.D. in Education and Psychology from the University of Michigan. Her major research interests include the development of ethnic identity in adolescence and its implications for academic and psychological well-being. Diane Hughes is an Associate Professor of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. Niobe Way is a Professor of Applied Psychology, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. 相似文献
Deborah Rivas-DrakeEmail: |
Deborah Rivas-Drake is an Assistant Professor of Education at Brown University. She received her Ph.D. in Education and Psychology from the University of Michigan. Her major research interests include the development of ethnic identity in adolescence and its implications for academic and psychological well-being. Diane Hughes is an Associate Professor of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. Niobe Way is a Professor of Applied Psychology, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. 相似文献
18.
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
19.
B. Bradford Brown Heather Von Bank Laurence Steinberg 《Journal of youth and adolescence》2008,37(10):1163-1177
Peer crowds serve as an identity marker for adolescents, indicating their image and status among peers; but adolescents do
not always endorse peer appraisals of crowd affiliation. We report on two studies—one with 924 adolescents in grades 7–12
and a second with a more diverse population of 2,728 students in grades 9–11, followed for 2 years—that examined how congruence
between peer and self-appraisals of crowd affiliation relate to self-esteem and internalizing symptoms. Analyses indicate
that high-status crowd members may suffer and low-status crowd members benefit by denying their peer crowd affiliation, but
effects are modest in size and not entirely consistent across the two studies. Findings underscore the value of symbolic interactionist
principles concerning reflected appraisal processes in understanding how peer crowd affiliation affects adolescent self-image.
相似文献
B. Bradford BrownEmail: |
20.
Bonnie J. Leadbeater Elizabeth M. Banister Wendy E. Ellis Rachel Yeung 《Journal of youth and adolescence》2008,37(3):359-372
Consistent with the view that adolescent relationships are established in the context of important characteristics of their
social networks, we examined the effects of adolescents’ experiences of parenting (psychological control and positive monitoring)
and of peer aggression and victimization, on their self reports of dating victimization and aggression. We also examined the
effects of individual differences in emotional and behavioral problems. We used questionnaire data from a population-based
sample of youth 12–18 years old who were in dating relationships (n = 149). Parental monitoring emerged as a protective factor in reducing both dating victimization and relational aggression.
Our findings also point to a significant transfer of aggression in peer relationships to relational aggression in dating relationships.
相似文献
Elizabeth M. BanisterEmail: |