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1.
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
2.
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
3.
The present study examined contextual influences on the relationship between racial discrimination (individual, cultural,
and collective/institutional) and psychological well-being. Two hundred and fifty two African American adolescents (46% male
and 54% female, average age = 16) completed measures of racial discrimination, self-esteem, depressive symptoms and life satisfaction.
Archival information regarding the racial/ethnic composition of the participants’ neighborhoods and schools was used and increased
school diversity was linked to increased perceptions of cultural discrimination. Regardless of school and neighborhood diversity,
high perceptions of collective/institutional discrimination were linked to lower self-esteem for students in high diversity
settings. Further, high levels of collective/institutional discrimination were associated with lower life satisfaction for
African American youth in low diversity settings.
Eleanor K. Seaton is an Assistant Professor in the Department of Psychology at the University of North Carolina at Chapel Hill. She received her Ph.D. in Developmental Psychology from Temple University and completed a postdoctoral fellowship at the University of Michigan. Her research interests examine the influence of perceived discrimination on adolescent development, the development and content of racial identity as it relates to in well-being, and the relation between perceived discrimination and racial identity among Black youth. Tiffany Yip is an Assistant Professor in the Psychometrics Program at Fordham University. She received her Ph.D. in Community Psychology with concentrations in human development and quantitative methods from New York University. She completed a postdoctoral fellowship at the University of Michigan. Her research interests include the role of everyday contexts in adolescent and young adult identity development, the association between identity and psychological adjustment, and mixed method approaches to the study of identity development. 相似文献
| Eleanor K. SeatonEmail: |
Eleanor K. Seaton is an Assistant Professor in the Department of Psychology at the University of North Carolina at Chapel Hill. She received her Ph.D. in Developmental Psychology from Temple University and completed a postdoctoral fellowship at the University of Michigan. Her research interests examine the influence of perceived discrimination on adolescent development, the development and content of racial identity as it relates to in well-being, and the relation between perceived discrimination and racial identity among Black youth. Tiffany Yip is an Assistant Professor in the Psychometrics Program at Fordham University. She received her Ph.D. in Community Psychology with concentrations in human development and quantitative methods from New York University. She completed a postdoctoral fellowship at the University of Michigan. Her research interests include the role of everyday contexts in adolescent and young adult identity development, the association between identity and psychological adjustment, and mixed method approaches to the study of identity development. 相似文献
4.
Stephen T. Russell Lisa J. Crockett Yuh-Ling Shen Sun-A Lee 《Journal of youth and adolescence》2008,37(1):50-61
Self-esteem and depression are fundamental psychological adjustment constructs in the study of adolescent well-being. Most
measures of these constructs have been developed and validated using European American samples, and while the correlates and
predictors of psychological adjustment have been examined in multiple cultural settings, no existing research explicitly compares
the equivalence of measures of self-esteem or depression for contemporary Chinese, Filipino and European American adolescents.
Using data from the National Longitudinal Study of Adolescent Health (the Add Health study), this study examines the factorial
invariance of self-esteem and depression measures for European American adolescents and the two largest Asian American ethnic
groups in the U.S.: Chinese and Filipino Americans. Results indicate strong evidence for invariance of the measure of self-esteem;
however, the often-used measure of depression (CES-D) does not satisfy basic tests of measurement invariance for Asian Americans
in this sample.
Stephen T. Russell is Professor and Fitch Nesbitt Endowed Chair in Family and Consumer Sciences, and Director of the Frances McClelland Institute for Children, Youth and Families at the University of Arizona. He studies adolescent sexuality, mental health, and culture. Lisa J. Crockett is Professor of Psychology at the University of Nebraska-Lincoln. She conducts research in two primary areas: adolescent risk behavior, with an emphasis on sexuality, and ethnic differences in parenting and adolescent adjustment. Yuh-Ling Shen is Assistant Professor of Psychology at National Chung Cheng University, Chia-Yi, Taiwan. She studies ethnicity and adolescent adjustment. Sun-A Lee is Assistant Professor in the Department of Hospitality, Tourism, and Family & Consumer Sciences at Georgia Southern University. Her research focuses on family diversity and adolescent outcomes. 相似文献
| Sun-A LeeEmail: |
Stephen T. Russell is Professor and Fitch Nesbitt Endowed Chair in Family and Consumer Sciences, and Director of the Frances McClelland Institute for Children, Youth and Families at the University of Arizona. He studies adolescent sexuality, mental health, and culture. Lisa J. Crockett is Professor of Psychology at the University of Nebraska-Lincoln. She conducts research in two primary areas: adolescent risk behavior, with an emphasis on sexuality, and ethnic differences in parenting and adolescent adjustment. Yuh-Ling Shen is Assistant Professor of Psychology at National Chung Cheng University, Chia-Yi, Taiwan. She studies ethnicity and adolescent adjustment. Sun-A Lee is Assistant Professor in the Department of Hospitality, Tourism, and Family & Consumer Sciences at Georgia Southern University. Her research focuses on family diversity and adolescent outcomes. 相似文献
5.
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
6.
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
7.
Increasingly, researchers have found relationships between a strong, positive sense of racial identity and academic achievement
among African American youth. Less attention, however, has been given to the roles and functions of racial identity among
youth experiencing different social and economic contexts. Using hierarchical linear modeling, the authors examined the relationship
of racial identity to academic outcomes, taking into account neighborhood-level factors. The sample consisted of 564 African
American eighth-graders (56% male). The authors found that neighborhood characteristics and racial identity related positively
to academic outcomes, but that some relationships were different across neighborhood types. For instance, in neighborhoods
low in economic opportunity, high pride was associated with a higher GPA, but in more advantaged neighborhoods, high pride
was associated with a lower GPA. The authors discuss the need to take youth’s contexts into account in order to understand
how racial identity is active in the lives of African American youth.
Christy M. Byrd is a Ph.D. student in the Combined Program in Education and Psychology at the University of Michigan. Her research interests include how school and neighborhood contexts shape racial identity and personal development for children and adolescents. Tabbye M. Chavous is an Associate Professor in the School of Education and the Department of Psychology at the University of Michigan. Her primary academic affiliation is with the Combined Program in Education and Psychology. She received her Ph.D. in Community Psychology from the University of Virgina. Her research interests center around social, developmental, and contextual influences on the academic and psychological development of African American adolescents, with an emphasis on gender and racial identity development, school climate effects, and family socialization processes. 相似文献
| Tabbye M. Chavous (Corresponding author)Email: |
Christy M. Byrd is a Ph.D. student in the Combined Program in Education and Psychology at the University of Michigan. Her research interests include how school and neighborhood contexts shape racial identity and personal development for children and adolescents. Tabbye M. Chavous is an Associate Professor in the School of Education and the Department of Psychology at the University of Michigan. Her primary academic affiliation is with the Combined Program in Education and Psychology. She received her Ph.D. in Community Psychology from the University of Virgina. Her research interests center around social, developmental, and contextual influences on the academic and psychological development of African American adolescents, with an emphasis on gender and racial identity development, school climate effects, and family socialization processes. 相似文献
8.
Self-reported ethnic labels were examined among 242 young American adults with Chinese ancestry (age range = 18–32 years,
M = 23.97; 73% female, 27% male). Ethnic labels fell under broad categories whereby 22% reported heritage national labels (e.g.,
Chinese), 35% added American to their heritage national label (e.g., Chinese American), and 42% reported panethnic-American
labels (e.g., Asian American). Logistic regressions revealed that generation and ethnic exploration significantly predicted
the odds of choosing heritage national and heritage national-American labels. Ethnic label choice was not associated with
average differences in the ethnic diversity of youths’ community or peer group, or with heritage language proficiency. However,
label choice was associated with generation, ethnic identity, and English proficiency. Ethnic labels also were linked to self-esteem
and positive relationships with Asian peers, with most optimal outcomes reported by youth who chose heritage national-American
labels.
相似文献
| Lisa KiangEmail: |
9.
Danielle H. Dallaire David A. Cole Thomas M. Smith Jeffrey A. Ciesla Beth LaGrange Farrah M. Jacquez Ashley Q. Pineda Alanna E. Truss Amy S. Folmer 《Journal of youth and adolescence》2008,37(7):830-846
Community, demographic, familial, and personal risk factors of childhood depressive symptoms were examined from an ecological
theoretical approach using hierarchical linear modeling. Individual-level data were collected from an ethnically diverse (73%
African-American) community sample of 197 children and their parents; community-level data were obtained from the U.S. Census
regarding rates of community poverty and unemployment in participants’ neighborhoods. Results indicated that high rates of
community poverty and unemployment, children’s depressive attributional style, and low levels of self-perceived competence
predict children’s depressive symptoms, even after accounting for demographic and familial risk factors, such as parental
education and negative parenting behaviors. The effect of negative parenting behaviors on depressive symptoms was partially
mediated by personal variables like children’s self-perceived competence. Recommendations for future research, intervention
and prevention programs are discussed.
Dr. Danielle H. Dallaire is an Assistant Professor in the Psychology Department at The College of William and Mary. She received her Ph.D. from Temple University in 2003. Her major research interests include children’s social and emotional development and promoting resiliency in children and families in high risk environments, particularly children and families dealing with parental incarceration. Dr. David A. Cole is a Professor in the Department of Psychology and Human Development at Vanderbilt University. He received his Ph.D. from The University of Houston in 1983. His major research interests center around developmental psychopathology in general and childhood depression in particular. Dr. Thomas M. Smith is an Assistant Professor of Public Policy and Education at Vanderbilt University, Peabody College. He received his Ph.D. in 2000 from The Pennsylvania State University. Professor Smith’s current research agenda focuses on the organization of teaching quality, exploring relationships between educational policy (national, state, district, and school level), school organization, teacher commitment, and the quality of classroom instruction. Dr. Jeffrey A. Ciesla is an Assistant Professor in the Psychology Department at Kent State University. He received his Ph.D. from The State University of New York at Buffalo in 2004. His major research interests include the effects of ruminative thought and stressful life events on depressive disorders. Beth LaGrange, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University. Her current research interests include depression and the development of depressive cognitive style in children and adolescents. Dr. Farrah M. Jacquez is a Postdoctoral fellow in pediatric psychology at the Mailman Center for Child Development at the University of Miami. She received her Ph.D. from Vanderbilt University in 2006. Her major research interests include parenting in the context of poverty and developing community-based interventions for underserved children and families. Ashley Q. Pineda, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University and is currently completing her internship at the Children’s Hospital at Stanford University. Her major research interests include examining the reciprocal relations between parenting behaviors, depressive cognitions, and childhood depression. Alanna E. Truss, M.S., is a Doctoral candidate in the Department of Psychology and Human Development at Vanderbilt University. Her major research and clinical interests include developmental factors in internalizing disorders in children and adolescents and the effects of trauma on children and families. Amy S. Folmer is a graduate student in the Department of Psychology and Human Development at Vanderbilt University. She received her B.A. from The University of Texas in 2003. Her major research interests include cognitive developmental factors that influence the applicability of adult cognitive models of depression to children. 相似文献
| Danielle H. DallaireEmail: |
Dr. Danielle H. Dallaire is an Assistant Professor in the Psychology Department at The College of William and Mary. She received her Ph.D. from Temple University in 2003. Her major research interests include children’s social and emotional development and promoting resiliency in children and families in high risk environments, particularly children and families dealing with parental incarceration. Dr. David A. Cole is a Professor in the Department of Psychology and Human Development at Vanderbilt University. He received his Ph.D. from The University of Houston in 1983. His major research interests center around developmental psychopathology in general and childhood depression in particular. Dr. Thomas M. Smith is an Assistant Professor of Public Policy and Education at Vanderbilt University, Peabody College. He received his Ph.D. in 2000 from The Pennsylvania State University. Professor Smith’s current research agenda focuses on the organization of teaching quality, exploring relationships between educational policy (national, state, district, and school level), school organization, teacher commitment, and the quality of classroom instruction. Dr. Jeffrey A. Ciesla is an Assistant Professor in the Psychology Department at Kent State University. He received his Ph.D. from The State University of New York at Buffalo in 2004. His major research interests include the effects of ruminative thought and stressful life events on depressive disorders. Beth LaGrange, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University. Her current research interests include depression and the development of depressive cognitive style in children and adolescents. Dr. Farrah M. Jacquez is a Postdoctoral fellow in pediatric psychology at the Mailman Center for Child Development at the University of Miami. She received her Ph.D. from Vanderbilt University in 2006. Her major research interests include parenting in the context of poverty and developing community-based interventions for underserved children and families. Ashley Q. Pineda, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University and is currently completing her internship at the Children’s Hospital at Stanford University. Her major research interests include examining the reciprocal relations between parenting behaviors, depressive cognitions, and childhood depression. Alanna E. Truss, M.S., is a Doctoral candidate in the Department of Psychology and Human Development at Vanderbilt University. Her major research and clinical interests include developmental factors in internalizing disorders in children and adolescents and the effects of trauma on children and families. Amy S. Folmer is a graduate student in the Department of Psychology and Human Development at Vanderbilt University. She received her B.A. from The University of Texas in 2003. Her major research interests include cognitive developmental factors that influence the applicability of adult cognitive models of depression to children. 相似文献
10.
Alexander T. Vazsonyi Elizabeth Trejos-Castillo Maureen A. Young 《Journal of youth and adolescence》2008,37(7):798-811
The current study provides new information on the etiology of adolescent problem behaviors in African American youth by testing
the importance of known predictors, namely parenting measures (monitoring, support, and communication), peers, and neighborhood
characteristics across rural and non-rural developmental contexts. More specifically, the study examined whether rural versus
non-rural developmental contexts moderated the relationships between known predictors and a variety of problem behaviors (alcohol
use, drug use, delinquency, and violence). Data were collected from N = 687 rural and N = 182 non-rural African American adolescents (mean age = 15.8 years). Findings indicate that both parenting constructs and
peer deviance had significant effects on problem behaviors and that these effects were consistent across rural and non-rural
developmental contexts. The study results are discussed in terms of their implications for ecological frameworks for testing
problem behavior etiology.
Alexander T. Vazsonyi Professor of Human Development and Family Studies at Auburn University. He received his Ph.D. in 1995 from The University of Arizona. His research interests include etiological risk factors in adolescent problem behaviors, deviance, delinquency, and violence, employing a cross-cultural/cross-national comparative method in the study of human development and behavior. Vazsonyi is the Editor-in-Chief of The Journal of Early Adolescence and an editor of the Cambridge Handbook of Violent Behavior And Aggression. Elizabeth Trejos-Castillo Assistant Professor of Human Development and Family Studies at Texas Tech University. She received her Ph.D. in 2006 from Auburn University. Her current research interests include the importance of family processes and contextual factors on the etiology of risky and problem behaviors in youth as well as internalizing behaviors with a particular emphasis on ethnic minorities and immigrant populations. Maureen A. Young Master’s student in Human Development and Family Studies, Auburn University. She received her BS in 2004 from the University of New Orleans. Her current research interests include sexual behaviors (particularly risky sexual activity), deviance, and parent–child relationships in youth. 相似文献
| Maureen A. YoungEmail: |
Alexander T. Vazsonyi Professor of Human Development and Family Studies at Auburn University. He received his Ph.D. in 1995 from The University of Arizona. His research interests include etiological risk factors in adolescent problem behaviors, deviance, delinquency, and violence, employing a cross-cultural/cross-national comparative method in the study of human development and behavior. Vazsonyi is the Editor-in-Chief of The Journal of Early Adolescence and an editor of the Cambridge Handbook of Violent Behavior And Aggression. Elizabeth Trejos-Castillo Assistant Professor of Human Development and Family Studies at Texas Tech University. She received her Ph.D. in 2006 from Auburn University. Her current research interests include the importance of family processes and contextual factors on the etiology of risky and problem behaviors in youth as well as internalizing behaviors with a particular emphasis on ethnic minorities and immigrant populations. Maureen A. Young Master’s student in Human Development and Family Studies, Auburn University. She received her BS in 2004 from the University of New Orleans. Her current research interests include sexual behaviors (particularly risky sexual activity), deviance, and parent–child relationships in youth. 相似文献
11.
Anne M. Mauricio Michelle Little Laurie Chassin George P. Knight Alex R. Piquero Sandra H. Losoya Delfino Vargas-Chanes 《Journal of youth and adolescence》2009,38(3):440-453
The current study modeled trajectories of substance use from ages 15 to 20 among 1,095 male serious juvenile offenders (M age = 16.54; 42% African-American, 34% Latino, 20% European-American, and 4% other ethnic/racial backgrounds) and prospectively
predicted trajectories from risk and protective factors before and after controlling for time spent in a supervised setting.
Results indicated that supervised time suppressed age-related growth in substance use. Trajectories of offenders with no supervised
time and low levels of supervised time increased in substance use across age, whereas offenders with high levels of supervised
time showed no growth. Almost all risk and protective factors had effects on initial substance use but only adolescent history
of substance use, impulse control, and psychosocial maturity had an effect on change in substance use over time. Findings
highlight the importance of formal sanctions and interventions superimposed on normal developmental processes in understanding
trajectories of substance use among serious juvenile offenders.
Anne Marie Mauricio, Ph.D., is a research faculty member at the Prevention Research Center at Arizona State University. She received her Ph.D. in Counseling Psychology from Michigan State University. Her major research interests include interpersonal violence and preventative interventions for substance use, academic disengagement, and mental health disorders. Michelle Little, Ph.D., is an Assistant Professor at the University of Texas at San Antonio. She received her Ph.D. in Developmental Psychology from Temple University. Her major research interests include prevention of externalizing disorders. Laurie Chassin, Ph.D., is a Regents Professor of Psychology at Arizona State University. She received her Ph.D. in Clinical Psychology from Teachers College, Columbia University. Her major research interests include the development and intergenerational transmission of alcohol, tobacco, and other drug use and substance use disorders. George P. Knight, Ph.D., is a Professor in the Department of Psychology at Arizona State University. He received his Ph.D. in 1980 from the University of California at Riverside. His research interests include cultural adaptation in immigrant and minority youth and adults as well as methodological issues associated with research on ethnic minority families. Alex R. Piquero, Ph.D., is presidential scholar and professor in the Department of Criminology & Criminal Justice at the University of Maryland College Park. He received his Ph.D. in Criminology from the University of Maryland College Park in 1996. His major research interests include criminal careers, criminological theory, and quantitative research methods. Sandra H. Losoya, Ph.D., is a research assistant professor of psychology at Arizona State University. She received her Ph.D. in developmental psychology, specializing in socio-emotional development, from the University of Oregon. Her research interests include individual differences in emotional responding and coping, and sources of resilience in high-risk children. Delfino Vargas-Chanes, Ph.D., is research faculty member in the Department of Psychology at Arizona State University. He received his Ph.D. in Sociology from Iowa State University. His major research interests include development of measurement instruments, structural equation modeling, multilevel modeling and advanced statistical analyses applied to social and behavioral sciences. 相似文献
| Delfino Vargas-ChanesEmail: |
Anne Marie Mauricio, Ph.D., is a research faculty member at the Prevention Research Center at Arizona State University. She received her Ph.D. in Counseling Psychology from Michigan State University. Her major research interests include interpersonal violence and preventative interventions for substance use, academic disengagement, and mental health disorders. Michelle Little, Ph.D., is an Assistant Professor at the University of Texas at San Antonio. She received her Ph.D. in Developmental Psychology from Temple University. Her major research interests include prevention of externalizing disorders. Laurie Chassin, Ph.D., is a Regents Professor of Psychology at Arizona State University. She received her Ph.D. in Clinical Psychology from Teachers College, Columbia University. Her major research interests include the development and intergenerational transmission of alcohol, tobacco, and other drug use and substance use disorders. George P. Knight, Ph.D., is a Professor in the Department of Psychology at Arizona State University. He received his Ph.D. in 1980 from the University of California at Riverside. His research interests include cultural adaptation in immigrant and minority youth and adults as well as methodological issues associated with research on ethnic minority families. Alex R. Piquero, Ph.D., is presidential scholar and professor in the Department of Criminology & Criminal Justice at the University of Maryland College Park. He received his Ph.D. in Criminology from the University of Maryland College Park in 1996. His major research interests include criminal careers, criminological theory, and quantitative research methods. Sandra H. Losoya, Ph.D., is a research assistant professor of psychology at Arizona State University. She received her Ph.D. in developmental psychology, specializing in socio-emotional development, from the University of Oregon. Her research interests include individual differences in emotional responding and coping, and sources of resilience in high-risk children. Delfino Vargas-Chanes, Ph.D., is research faculty member in the Department of Psychology at Arizona State University. He received his Ph.D. in Sociology from Iowa State University. His major research interests include development of measurement instruments, structural equation modeling, multilevel modeling and advanced statistical analyses applied to social and behavioral sciences. 相似文献
12.
Constance A. Flanagan Amy K. Syvertsen Sukhdeep Gill Leslie S. Gallay Patricio Cumsille 《Journal of youth and adolescence》2009,38(4):500-518
The role of prejudice and ethnic awareness in the civic commitments and beliefs about the American social contract of 1,096
(53% female) adolescents (11–18 year olds, Mean = 15) from African-, Arab-, Latino-, and European-American backgrounds were
compared. Ethnic awareness was higher among minority youth and discrimination more often reported by African- and Arab-Americans.
Parental admonitions against discrimination were heard by all but African Americans, Latinos and those who reported prejudice
heard that it could pose a barrier. Adolescents’ beliefs that America is an equal opportunity society were negatively associated
with experiences of discrimination and African-Americans were least likely to believe that the government was responsive to
the average person. With respect to civic goals, all youth endorsed patriotism but ethnic minorities and ethnically aware
youth were more committed to advocating for their ethnic group and European-Americans were less committed than were African
Americans to improving race relations.
相似文献
| Patricio CumsilleEmail: |
13.
Within an ethnically diverse sample of young adults (n = 223, 26% Latin American, 14% Asian American, 32% Filipino American, 28% European American), average levels of ethnic identity
was found to vary significantly across different relational contexts. Regardless of ethnicity, young adults reported highest
levels of ethnic exploration and ethnic belonging with parents, followed by same-ethnic peers, then different-ethnic peers.
Significantly greater variation between relational contexts generally was found for ethnic exploration compared to ethnic
belonging. Greater variation in ethnic identity, particularly between same-ethnic and different-ethnic contexts was associated
with lower self-esteem, positive affect, relational competence, and higher negative affect, though these liabilities were
only found for European American youth. The discussion emphasizes the importance of examining ethnic identity as a dynamic
construct that can vary as a function of relationships, and proposes directions for future research.
相似文献
| Lisa KiangEmail: |
14.
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
15.
Larry J. Nelson Laura M. Padilla-Walker Sarah Badger Carolyn McNamara Barry Jason S. Carroll Stephanie D. Madsen 《Journal of youth and adolescence》2008,37(5):605-615
Many studies have documented the ways in which shyness can be a barrier to personal well-being and social adjustment throughout
childhood and adolescence; however, less is known regarding shyness in emerging adulthood. Shyness as experienced during emerging
adulthood may continue to be a risk factor for successful development. The purpose of this study was to compare shy emerging
adults with their non-shy peers in (a) internalizing behaviors, (b) externalizing behaviors, and (c) close relationships.
Participants included 813 undergraduate students (500 women, 313 men) from a number of locations across the United States.
Results showed that relatively shy emerging adults, both men and women, had more internalizing problems (e.g., anxious, depressed,
low self-perceptions in multiple domains), engaged in fewer externalizing behaviors (e.g., less frequent drinking), and experienced
poorer relationship quality with parents, best friends, and romantic partners than did their non-shy peers.
Larry J. Nelson is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2000 from the University of Maryland, College Park. His major research interests are in social and self development during early childhood and emerging adulthood. Laura M. Padilla-Walker is an Assistant Professor in the School of Family Life at Brigham Young University. She received her Ph.D. in 2005 from the University of Nebraska—Lincoln. Her major research interests center on the parent-adolescent relationship as it relates to adolescents’ moral and prosocial behaviors and internalization of values. Sarah Badger received her Ph.D. in 2005 from Brigham Young University. Her major research interests are marriage formation and development as well as emerging adulthood and marriage readiness. Carolyn McNamara Barry is an Assistant Professor of Psychology at Loyola College in Maryland. She received her Ph.D. in 2001 from the University of Maryland, College Park. Her major research interests are in social and self development during adolescence and emerging adulthood. Jason S. Carroll is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2001 from the University of Minnesota. His major research interests are in marriage formation and development as well as emerging adulthood and marriage readiness. Stephanie D. Madsen is an Associate Professor of Psychology at McDaniel College. She received her Ph.D. in 2001 from the Institute of Child Development, University of Minnesota. She is particularly interested in how relationships with significant others impact child and adolescent development. 相似文献
| Larry J. NelsonEmail: |
Larry J. Nelson is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2000 from the University of Maryland, College Park. His major research interests are in social and self development during early childhood and emerging adulthood. Laura M. Padilla-Walker is an Assistant Professor in the School of Family Life at Brigham Young University. She received her Ph.D. in 2005 from the University of Nebraska—Lincoln. Her major research interests center on the parent-adolescent relationship as it relates to adolescents’ moral and prosocial behaviors and internalization of values. Sarah Badger received her Ph.D. in 2005 from Brigham Young University. Her major research interests are marriage formation and development as well as emerging adulthood and marriage readiness. Carolyn McNamara Barry is an Assistant Professor of Psychology at Loyola College in Maryland. She received her Ph.D. in 2001 from the University of Maryland, College Park. Her major research interests are in social and self development during adolescence and emerging adulthood. Jason S. Carroll is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2001 from the University of Minnesota. His major research interests are in marriage formation and development as well as emerging adulthood and marriage readiness. Stephanie D. Madsen is an Associate Professor of Psychology at McDaniel College. She received her Ph.D. in 2001 from the Institute of Child Development, University of Minnesota. She is particularly interested in how relationships with significant others impact child and adolescent development. 相似文献
16.
Stephen M. Gavazzi Ji-Young Lim Courtney M. Yarcheck Jennifer M. Bostic Scott D. Scheer 《Journal of youth and adolescence》2008,37(9):1071-1084
Greater empirical attention directed toward gender-sensitive assessment strategies that concentrate on family-specific factors
is thought to be both timely and necessary, especially with regard to outcome variables associated with mental health and
substance abuse in at-risk adolescent populations. A sample of 2,646 court-involved adolescents was used to test two competing
models regarding relationships among disruptive family processes, mental health (as both internalizing and externalizing problems),
and substance abuse issues according to gender. The results of multiple group structural equation modeling procedures indicated
that disrupted family processes were significantly associated with higher levels of internalizing problems, externalizing
problems, and substance abuse in both male and female youth. For females, however, disrupted family processes were more related
to internalizing problems and substance abuse than externalizing problems. Further, the relationship between disrupted family
processes and substance abuse was not mediated by mental health issues, indicating a lack of support for the alternative model
tested in this study. Together, the findings underscore the primacy of the family’s impact on issues related to adolescent
development and well-being in tandem with the need for a more gender sensitive approach to the needs of court-involved males
and females.
Stephen M. Gavazzi is a Professor in the Department of Human Development and Family Science, and is Co-Director of the Center for Family Research at The Ohio State University. He received his Ph.D. in Family Science from the University of Connecticut. His major research interests include identifying the impact of family dynamics on youth development, psychopathology, and problem behavior. Ji-Young Lim is an Assistant Professor in the Department of Family Studies and Social Work at Miami University of Ohio. She received her Ph.D. in Family Science from The Ohio State University. Her major research interests include gender and ethnic differences in risks and needs among court-involved youth, parent–adolescent relationships across cultures, and the influence of neighborhood settings on peer and family risks among juvenile delinquents. Courtney M. Yarcheck is the Program Director at The Ohio State University Center for Family Research. She received her M.S. in Family Science from The Ohio State University. Her major research interests include gender-specific issues in the assessment of court-involved youth and the use of the Internet in training juvenile justice professionals. Jennifer M. Bostic is the Program Manager at The Ohio State University Center for Family Research. She received her M.S. in Counselor Education from The Ohio State University. Her major research interests include the impact of gender and race on the mental health of court-involved youth. Scott D. Scheer is an Associate Professor and State Extension Specialist in the Department of Human and Community Resource Development, and is Co-Director of the Center for Family Research at The Ohio State University. He received his Ph.D. in Family Studies from the University of Delaware. His research interests focus on the protective and risk factors of positive youth development, which include family, youth programs, substance use, and emotional intelligence. 相似文献
| Stephen M. GavazziEmail: |
Stephen M. Gavazzi is a Professor in the Department of Human Development and Family Science, and is Co-Director of the Center for Family Research at The Ohio State University. He received his Ph.D. in Family Science from the University of Connecticut. His major research interests include identifying the impact of family dynamics on youth development, psychopathology, and problem behavior. Ji-Young Lim is an Assistant Professor in the Department of Family Studies and Social Work at Miami University of Ohio. She received her Ph.D. in Family Science from The Ohio State University. Her major research interests include gender and ethnic differences in risks and needs among court-involved youth, parent–adolescent relationships across cultures, and the influence of neighborhood settings on peer and family risks among juvenile delinquents. Courtney M. Yarcheck is the Program Director at The Ohio State University Center for Family Research. She received her M.S. in Family Science from The Ohio State University. Her major research interests include gender-specific issues in the assessment of court-involved youth and the use of the Internet in training juvenile justice professionals. Jennifer M. Bostic is the Program Manager at The Ohio State University Center for Family Research. She received her M.S. in Counselor Education from The Ohio State University. Her major research interests include the impact of gender and race on the mental health of court-involved youth. Scott D. Scheer is an Associate Professor and State Extension Specialist in the Department of Human and Community Resource Development, and is Co-Director of the Center for Family Research at The Ohio State University. He received his Ph.D. in Family Studies from the University of Delaware. His research interests focus on the protective and risk factors of positive youth development, which include family, youth programs, substance use, and emotional intelligence. 相似文献
17.
Substance Use Attitudes among Urban Black Adolescents: The Role of Parent,Peer, and Cultural Factors
This study examined the influence of perceived parental, peer, and cultural factors on Black American adolescent attitudes
toward substance use. One-hundred-eight Black American youth (grades 9–12) from economically disadvantaged urban neighborhoods
of New York, completed self-report measures on: (a) parent-child involvement, parental supervision, and parent attitudes toward
high risk behaviors; (b) peer bonds and peer attitudes toward high risk behaviors; and (c) ethnic identity, parental racial
socialization, and extended family support. Youth disapproval of substance use was positively associated with higher perceived
levels of peer and parental disapproval of high risk behaviors, parental supervision, and ethnic identity. Youth who reported
parental messages about racial discrimination without balanced parental messages about racial pride and racial equality were
more likely to approve substance use.
Assistant Professor in the Department of Preventive Medicine and Community Health, State University of New York Downstate
Medical Center. Her research interests include socio-cultural factors in the prevention of youth substance use, sexual risk,
and violence.
Director, Center for Ethics Education and Marie Ward Doty Professor of Psychology at Fordham University. Current research
interests include research ethics with vulnerable populations, including children and adolescents. 相似文献
18.
Identity Formation in Early and Middle Adolescents From Various Ethnic Groups: From Three Dimensions to Five Statuses 总被引：1，自引：0，他引：1
Elisabetta Crocetti Monica Rubini Koen Luyckx Wim Meeus 《Journal of youth and adolescence》2008,37(8):983-996
We used three identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) from a recently
developed model of identity formation to derive empirically identity statuses in a sample of 1952 early and middle adolescents.
By means of cluster analysis, we identified five statuses: achievement, foreclosure, moratorium, searching moratorium, and
diffusion. Specifically, we found an intra-status differentiation within moratorium, unraveling the positive and negative
facets of this status documented in prior literature. The five clusters could be meaningfully distinguished on a number of
variables, such as personality features, psychosocial problems, and parental relationships. These findings indicated that
a valid distinction in identity statuses could be made in early and middle adolescence. Finally, age and ethnic background
strongly affected the distribution of the participants among the five identity statuses. Implications and suggestions for
future research are discussed.
Elisabetta Crocetti is a doctoral student of the University of Macerata. Crocetti’s major research interests include identity development and social relationships in adolescence and emerging adulthood. Monica Rubini is Associate Professor of Social Psychology and head of the Laboratory for the Study of Social Prejudice at the University of Bologna. She received her Ph.D. in Social Psychology from the University of Bologna. Her major research interests include intergroup relations and language, personal and social identity development. Koen Luyckx is a postdoctoral researcher at the Fund for Scientific Research (FWO) in Flanders. He received his Ph.D. in Psychology from the K.U. of Leuven. His major research interests include longitudinal research, identity development and processes, parenting, and adolescent well-being. Wim Meeus is Professor of Adolescent Development and chair of the Research Centre Adolescent Development of Utrecht University. He received his Ph.D. in Social Psychology from the Utrecht University. He is a specialist in longitudinal research. His major research interests include identity and personality development, personal relationships and psychosocial problems in adolescence. 相似文献
| Wim MeeusEmail: |
Elisabetta Crocetti is a doctoral student of the University of Macerata. Crocetti’s major research interests include identity development and social relationships in adolescence and emerging adulthood. Monica Rubini is Associate Professor of Social Psychology and head of the Laboratory for the Study of Social Prejudice at the University of Bologna. She received her Ph.D. in Social Psychology from the University of Bologna. Her major research interests include intergroup relations and language, personal and social identity development. Koen Luyckx is a postdoctoral researcher at the Fund for Scientific Research (FWO) in Flanders. He received his Ph.D. in Psychology from the K.U. of Leuven. His major research interests include longitudinal research, identity development and processes, parenting, and adolescent well-being. Wim Meeus is Professor of Adolescent Development and chair of the Research Centre Adolescent Development of Utrecht University. He received his Ph.D. in Social Psychology from the Utrecht University. He is a specialist in longitudinal research. His major research interests include identity and personality development, personal relationships and psychosocial problems in adolescence. 相似文献
19.
Hazel M. Prelow Marvella A. Bowman Scott R. Weaver 《Journal of youth and adolescence》2007,36(4):543-553
Hierarchical regression analyses were used to identify factors that functioned as either promotive or protective factors against
the impact of ecological risk on the psychological adjustment of 112 African American and 94 European American adolescents
(13–19 years of age). Indicators of ecological risk, promotive/protective factors, and adjustment were assessed concurrently
via adolescent self-report questionnaires. Supportive parenting emerged as a promotive factor for both African American and
European American adolescents for academic achievement, competence, and problem behaviors. Additionally, school connectedness
served as a promotive factor for both African American and European American adolescents with competence as the criterion.
However, in analyses with problem behaviors as the criterion, school connectedness intensified the effect of ecological risk
for European American adolescents. Of the three hypothesized positive factors (supportive parenting, ethnic identity, and
school connectedness), only ethnic identity emerged as a protective factor for problem behaviors and this effect was only
observed for European American adolescents.
An assistant Professor in Psychology at the University at Albany, State University of New York. Received her PhD in Clinical
Psychology from the University of North Texas. Major research interests are risk and resiliency processes in ethnic minority
youth and measurement equivalence issues.
Doctoral student in Clinical Psychology at the University at Albany, State University of New York. Research interests are
risk and protective factors in minority youth
Post-doctoral Fellow now at Arizona State University. Received his PhD in Clinical Psychology from the University at Albany,
State University of New York. Research interests are risk and protective processes in minority youth and measurement equivalence
issues 相似文献
20.
Jennifer L. Kerpelman Suna Eryigit Carolyn J. Stephens 《Journal of youth and adolescence》2008,37(8):997-1008
The current study, using data from 374 African American students (59.4% female) in grades 7–12 attending a rural, southern
county public school, addressed associations of self-efficacy, ethnic identity and parental support with “future education
orientation.” Both gender and current level of achievement distinguished adolescents with differing levels of future education
orientation. The strongest predictors of future education orientation were self-efficacy, ethnic identity and maternal support.
Gender did not moderate these associations. Implications for future research include the need to conduct longitudinal studies
and research that integrates quantitative and qualitative methods to elucidate further the nature and importance of future
education orientation for African American youth. Also needed are policies and programs that facilitate school bonding and
academic performance, as are efforts that focus specifically on enhancing the future education orientation and academic success
of African American male adolescents.
相似文献
| Carolyn J. StephensEmail: |