Ethnic Identity and Family Processes Among Adolescents from Latin American,Asian, and European Backgrounds

Ninth graders (N = 679; 50% male, 50% female) from Latin American (41%), Asian (38%), and European (21%) backgrounds reported on their ethnic identity and family attitudes and relationships. Adolescents also completed daily checklists of family interactions over a two-week period. Results indicated that ethnic identity, measured through exploration and belonging was more strongly associated with family obligation and assistance than with parent–child closeness and family leisure time. Adolescents from Latin American and Asian backgrounds reported significantly higher levels of obligation and assistance as compared to adolescents with European backgrounds, and these ethnic differences were mediated by ethnic identity. Longitudinal analyses indicated ongoing associations, with ethnic identity predicting respect and obligation one year later. The discussion focuses on the role of ethnic identity in children’s family connectedness during adolescence.

Cultural Attributes and Adaptations Linked to Achievement Motivation Among Latino Adolescents

This exploratory study examined whether associations between perceived school experiences and achievement motivation varied by language acculturation and generational status among a sample of immigrant and U.S. born Latino adolescents (n = 129). Ogbu's (1993) notion of primary and secondary cultural differences was adapted to better suit comparisons within this Latino group using the terms cultural attributes and cultural adaptations. Academic competence, school belonging, and parent involvement were positively related to achievement motivation. Academic competence and parent involvement were strongly related to achievement motivation among students who spoke English or were born in the U.S., suggesting that these associations may be cultural adaptations. Future intervention programs for Latino students, regardless of acculturation or generational status, should focus on making them feel supported and included. Acculturated Latino youth and youth who have lived in the U.S. for a long time should be targeted for programs that enhance academic competence and parent involvement.     

Racial Identity and Academic Achievement in the Neighborhood Context: A Multilevel Analysis

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.

Emotional Distress,Drinking, and Academic Achievement Across the Adolescent Life Course

Our study of the adolescent life course proposes that substantial maturation occurs within three intertwined arenas of development: the social, the psychological, and the normative attainment. Further, each arena may be linked, respectively, to three youth problem dimensions: drinking, depressive affect, and academic achievement. We use latent growth curves and the Youth Development Study (effective N = 856) to track a panel of teens from their freshman to senior year in high school. There are 54.4% girls and 45.6% boys, and 75.7% non-Hispanic whites and 24.3% other races/ethnicities. Two research goals are addressed: (1) estimate each dimension’s unique developmental trajectory across high school, and (2) model the dimensions together in order to assess their reciprocal influences. While mean levels in all three dimensions increased over time, distinct developmental patterns were observed, especially in drinking and depression. For example, more drinking occasions—a social activity for most teens—may help assuage some teens’ emotional distress, especially girls’. These patterns suggest a synergistic relationship between the social and psychological arenas of development. Contrary to expectation, higher freshman depressive affect was associated with a significantly sharper increase in GPA over time for girls.

Social-Demographic,School, Neighborhood,and Parenting Influences on the Academic Achievement of Latino Young Adolescents

Using data from a national sample of 388 Latino young adolescents, this study identified the social-demographic characteristics, influences in the broader social environment, and parenting practices that predict youth academic achievement. Youths who were Mexican American, older, and had an English language problem had lower levels of reading and mathematics achievement. Youths of mothers who began childbearing at older ages, had higher levels of intellectual abilities, and reported no English language problem scored better on both types of achievement tests, but poverty was related only to reading achievement. Attendance in higher-rated schools was associated with higher reading and mathematics scores, but residence in better quality neighborhoods was related only to reading achievement. Three parenting practices—providing cognitive stimulation, parent–youth conflict, and academic involvement—predicted both types of achievement. The effect of poverty on reading achievement was explained by residence in lower quality neighborhoods, lower levels of cognitive stimulation, and parent–youth conflict.Associate Professor, University of Illinois at Urbana-Champaign. Received PhD in Social Welfare from the University of Wisconsin – Madison. Research interests include examining the effects of poverty and other risk factors on the well-being of children, adolescents, and families.     

Meaning in Life as a Mediator of Ethnic Identity and Adjustment Among Adolescents from Latin,Asian, and European American Backgrounds

Establishing a sense of life meaning is a primary facet of well-being, yet is understudied in adolescent development. Using data from 579 adolescents (53% female) from Latin American, Asian, and European backgrounds, demographic differences in meaning in life, links with psychological and academic adjustment, and the role of meaning in explaining associations between ethnic identity and adjustment were examined. Although no generational or gender differences were found, Asian Americans reported higher search for meaning than Latin and European Americans. Presence of meaning was positively associated with self-esteem, academic adjustment, daily well-being, and ethnic belonging and exploration, whereas search for meaning was related to lower self-esteem and less stability in daily well-being. Presence of meaning mediated associations between ethnic identity and adjustment, explaining 28–52% of ethnic identity’s protective effect on development. Ethnic identity thus appears to affect adjustment, in part, through its role in fostering a positive sense of meaning in adolescents’ lives.     

Academic Achievement and the Self-Image of Adolescents with Diabetes Mellitus Type-1 and Rheumatoid Arthritis

A total of 69 adolescents, 21 with diabetes mellitus type-1 (DM), 24 with rheumatoid arthritis (RA), and 24 controls matched for sex, age, social background, and living environment, were compared by means of their school grades and the Offer Self-Image Questionnaire. The ages of the children at the time of the diagnosis of the disease and its subsequent duration were the same in the DM and the RA groups. Results show that the academic achievement of adolescents with DM who are well balanced and adolescents with RA with mild or moderate symptoms are equal to those of their healthy peers. In the OSIQ scales there were no statistically significant differences between the groups. In the groups of controls, there were more significant correlations between the OSIQ scores and the school grades than those with the DM or RA adolescents. The direction was positive. The correlations of the 3 groups did not differ significantly from each other. In case of adolescents with various kinds of chronic diseases, it is important to support their motivation for learning and planning the future.Medical doctor, specializes in child and adolescent psychiatry. Since gaining her PhD at the University of Turku in 1987, she has also specialized in hospital administration and adolescent psychotherapy. Since 1982, she has been the senior doctor of the Child Psychiatric Clinic of Satakunta Hospital District. Currently she is the head of the Adolescent Psychiatry Clinic, Turku University Hospital. She has trained both child psychiatrists and adolescent psychiatrists. During the years 1990–1992 she has participated as a postdoctoral fellow in the Clinical Research Training Program for Adolescents sponsored by the NIMH.Experienced Psychologist and Researcher. She received her PhD in neuropsychology at the University of Turku. She is currently a clinical psychologist at the Adolescent Psychiatry Unit of Turku University Central Hospital. She is an expert on neuropsychological test methods and also responsible for teaching their application.     

A Short-Term Longitudinal Study of Pubertal Change,Gender, and Psychological Well-Being of Mexican Early Adolescents

This study examined the role of pubertal development on depression, externalizing behavior problems, self-esteem, and body-image of 951 Mexican early adolescents. The 5th through 7th grade students were assessed at the beginning and end of the school year. The main finding of this study is that the acute experience of menarche adversely affected Mexican adolescent girls psychological well-being, most specifically in terms of depressive symptomatology. On the other hand, pubertal change in Mexican boys, as measured by voice-change, did not appear to adversely affect psychological well-being above and beyond a nonsignificant minimal and temporal readjustment and in fact had a positive effect on body-image. Results suggest that perceived maternal control, prior social–emotional adjustment, and menstrual attitudes may moderate the effects of pubertal change.     

Family Structure and Problem Behavior of Adolescents and Young Adults: A Growth-Curve Study

In the present longitudinal 3-wave study of 1274 adolescents and young adults, aged 12–24 at the 1st wave, it is examined whether youngsters from intact versus postdivorce families show long-term differences in internalizing and externalizing problems. Furthermore, possible differences in the development of this problem behavior between offspring from intact and postdivorce families are examined, i.e., possible differences in growth curves of internalizing and externalizing problems are investigated. Longitudinal multilevel analyses reveal long-term differences in internalizing and externalizing problems according to family structure. Adolescents and young adults growing up in postdivorce families display more internalizing and externalizing problem behavior than youngsters of intact families. The development of these 2 types of problem behavior does not differ by gender or family structure. That is, the shape of the growth curves of internalizing and externalizing problem behavior is similar for boys and girls and also for youngsters from intact and postdivorce families. Inge VanderValk is a Postdoc Researcher at the Department of Child and Adolescent Studies, Utrecht University, the Netherlands. She received her Ph.D. in 2004 from Utrecht University. Her major research interests include associations between adolescent adjustment and parental marital quality and parental divorce. Ed Spruijt is an Associate Professor at the University of Utrecht. He received his Ph.D. in 1983 from Utrecht University. His major research interests are the consequences of parental divorce and visitation arrangements on children. Martijn de Goede is an associate Professor at Utrecht University, Department of Methodology and Statistics. He received his Ph.D. in 1988 from Utrecht University. His major research interests are occupational and relational life courses of youngsters. Cora Maas is an Assistent Professor at Utrecht University, Department of Methodology and Statistics. She received her PH.D. in 1992 in Utrecht from Utrecht University. Her major interests are: multilevel analysis (theory and applications). Wim Meeus is full Professor of Adolescent Development at Utrecht University. He received his Ph.D. in 1984 from Utrecht University. His major research interests are personality, identity, and relationships in adolescence.     

Procedural Justice in Family Conflict Resolution and Deviant Peer Group Involvement Among Adolescents: The Mediating Influence of Peer Conflict

The involvement of adolescents with deviant peer groups is one of the strongest proximal correlates to juvenile delinquency and stems from a variety of causes. Past research has linked ineffective parenting with peer variables, including deviant peer group involvement and peer conflict during adolescence. In this study, adolescents’ appraisals of procedural justice within the family (adolescents’ appraisals of how fairly they are treated by parents in the process of resolving family conflict) were examined as one aspect of effective parenting that may relate to deviant peer group involvement in early adolescence. Data from 1660 middle school students (ages 11–14, mean = 12.6) indicated that higher appraisals by adolescents of procedural justice during family conflict resolution were related to lower levels of both peer conflict and deviant peer group involvement. A structural model was tested in which the relationship between adolescents’ appraisals of procedural justice in the family and deviant peer group involvement was partially mediated by measures of peer conflict. This model was found to have adequate fit to the data, indicating that part of the relationship between procedural justice appraisals and deviant peer group involvement can be explained by levels of peer conflict. Implications of these findings are discussed.

Self-Control,Social Factors,and Delinquency: A Test of The General Theory of Crime Among Adolescents in Hong Kong

The objectives of this study were to test the predictive power of self-control theory for delinquency in a Chinese context, and to explore if social factors as predicted in social bonding theory, differential association theory, general strain theory, and labeling theory have effects on delinquency in the presence of self-control. Self-report data were collected from 1,015 Chinese secondary school students (463 boys and 552 girls) in Hong Kong aged between 14 and 19. Bivariate results showed that low self-control is correlated with delinquency in the Chinese setting. We also found that low self-control is linked to a range of negative social conditions in Chinese adolescents, including disrupted social bonds, delinquent association, deviant definition, educational under-achievement, coercive parenting, negative school experiences, negative relations with peers, stressful life events, and labeling by parents and teachers. However, contrary to self-control theory and many previous studies based on Western samples, self-control fails to predict delinquency when social variables are controlled for among Chinese adolescents. The effects of social factors on delinquency remain significant net of self-control. This suggests that it is the combination of self-control and social factors in the prediction of delinquency that might be variant across cultures. These findings from adolescents from Hong Kong only partially support the culture-free thesis of self-control theory. The implications of Chinese cultural forces on the influence of self-control merit closer attention.

Shaping Structured Out-of-School Time Use Among Youth: The Effects of Self,Family, and Friend Systems

To explore predictors of adolescent participation in structured out-of-school activities, various types of structured out-of-school time use and their correlates were examined among 454 adolescents in Grades 9–12 in a rural southeastern state. Using a developmental-ecological model as an organizing framework, four different uses of time were explored with regard to self, family, and friend systems. Regression analyses revealed that time in after-school extracurricular activities was predicted by parent endorsement of activities, ethnicity, and friend endorsement of activities, whereas time spent in nonschool clubs was predicted by peer pressure, parent endorsement, and grades. Socioeconomic status, parental monitoring of activities, school grade level, and family structure predicted time spent in volunteering, and time spent in religious-related activities was predicted by ethnicity, family structure, friend endorsement, and gender.     

Stability and Change of Bullying Roles in the Traditional and Virtual Contexts: A Three-Wave Longitudinal Study in Chinese Early Adolescents

Traditional bullying and cyberbullying are two prevalent phenomena among adolescents around the world. Typically, bullying incidents involve distinct perpetrator and victim roles. However, the question whether participants’ roles in bullying situation remain stable or changeable is unclear. The present study examined the developmental stability and change of bullying roles by simultaneously investigating adolescents’ bullying behaviors both in the traditional and virtual contexts. Participants were 661 seventh- and eighth-grade students (39.0% girls) aged 11–15 years (M?=?12.86, SD?=?.73) in China. They completed a survey measuring their experiences in perpetration and victimization of traditional bullying and cyberbullying at three time points with 6-month intervals. A cross-lagged panel design was used to test for the temporal sequence of research variables. The results showed a moderate consistency in the bullying roles that students took on (i.e., perpetrator and victim) over time. Traditional bullying perpetrators continued to bully others online, whereas cyberbullying victims continued to be bullied offline. Regarding role change in bullying, perpetrators and victims did not change their roles in traditional bullying situation, but they tended to change their roles to the opposites in cyberbullying situation. Traditional bullying victims were more likely to become cyberbullying perpetrators, and vice versa. Traditional bullying perpetrators also had a greater tendency of being bullied online, but not vice versa. The findings suggest that interventions aimed at reducing adolescents’ bullying behaviors should focus on the stability and change of bullying roles in the traditional and virtual contexts.     

Media Exposure, Current and Future Body Ideals, and Disordered Eating Among Preadolescent Girls: A Longitudinal Panel Study

Internalization of the thin body ideal is considered by many to account for the relationship between media exposure and disordered eating among girls and young women, but almost all supporting research has employed adolescent and adult samples. Using longitudinal panel survey data collected from 257 preadolescent girls at 2 points in time 1 year apart, we tested relationships between self-reported television and magazine exposure at wave 1 and current (prepubescent) and future (postpubescent) body ideals and disordered eating at wave 2. Controlling age, race, perceived body size, and body ideals and disordered eating measured at wave 1, television viewing at wave 1 predicted increased disordered eating and a thinner postpubescent body ideal at wave 2. In contrast, none of the media variables predicted a thinner prepubescent body ideal at wave 2. These findings suggest that the thin-ideal internalization construct needs refinement to enhance its developmental sensitivity.