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1.
Noortje Meijs Antonius H. N. Cillessen Ron H. J. Scholte Eliane Segers Renske Spijkerman 《Journal of youth and adolescence》2010,39(1):62-72
This study compared the effects of social intelligence and cognitive intelligence, as measured by academic achievement, on
adolescent popularity in two school contexts. A distinction was made between sociometric popularity, a measure of acceptance,
and perceived popularity, a measure of social dominance. Participants were 512, 14–15 year-old adolescents (56% girls, 44%
boys) in vocational and college preparatory schools in Northwestern Europe. Perceived popularity was significantly related
to social intelligence, but not to academic achievement, in both contexts. Sociometric popularity was predicted by an interaction
between academic achievement and social intelligence, further qualified by school context. Whereas college bound students
gained sociometric popularity by excelling both socially and academically, vocational students benefited from doing well either
socially or academically, but not in combination. The implications of these findings were discussed. 相似文献
2.
Wondimu Ahmed Alexander Minnaert Greetje van der Werf Hans Kuyper 《Journal of youth and adolescence》2010,39(1):36-46
Although a bulk of literature shows that perceived social support (PSS) influences academic achievement, the mechanisms through
which this effect operates received little empirical attention. The present study examined the multiple mediational effects
of motivational beliefs (competence beliefs and subjective value) and emotions (anxiety and enjoyment) that may account for
the empirical link between PSS (from parents, peers and teachers) and mathematics achievement. The participants of the study
were 238 grade 7 students (average age = 13.2 years, girls = 54%, predominantly native Dutch middle class socioeconomic status).
A bootstrap analysis (a relatively new technique for testing multiple mediation) revealed that the motivational beliefs and
the emotions, jointly, partially mediated the effect of PSS on achievement. The proportion of the effects mediated, however,
varied across the support sources from 55% to 75%. The findings lend support to the theoretical assumptions in the literature
that supportive social relationships influence achievement through motivational and affective pathways. 相似文献
3.
Adolescent Girls’ Experiences and Gender-Related Beliefs in Relation to Their Motivation in Math/Science and English 总被引:1,自引:0,他引:1
Campbell Leaper Timea Farkas Christia Spears Brown 《Journal of youth and adolescence》2012,41(3):268-282
Although the gender gap has dramatically narrowed in recent decades, women remain underrepresented in many science, technology,
engineering, and mathematics (STEM) fields. This study examined social and personal factors in relation to adolescent girls’
motivation in STEM (math/science) versus non-STEM (English) subjects. An ethnically diverse sample of 579 girls ages 13–18 years
(M = 15) in the U.S. completed questionnaires measuring their academic achievement, ability beliefs, values, and experiences.
Social and personal factors were hypothesized to predict motivation (expectancy-value) differently in math/science (M/S) and
English. Social factors included perceived M/S and English support from parents and peers. Personal factors included facets
of gender identity (felt conformity pressure, gender typicality, gender-role contentedness), gender-related attitudes, and
exposure to feminism. In addition, grades, age, parents’ education, and ethnicity were controlled. Girls’ M/S motivation was
positively associated with mother M/S support, peer M/S support, gender-egalitarian beliefs, and exposure to feminism; it
was negatively related to peer English support. Girls’ English motivation was positively associated with peer English support
as well as felt pressure from parents; it was negatively related to peer M/S support and felt peer pressure. The findings
suggest that social and personal factors may influence girls’ motivation in domain-specific ways. 相似文献
4.
Van Ryzin MJ 《Journal of youth and adolescence》2011,40(12):1568-1580
Although some research suggests that schools can be a source of protective factors for students, the processes by which school
environments impact students’ behavior, performance and adjustment over time are not clear. Guided by both self-determination
theory and hope theory, this article evaluated reciprocal effects among adolescent perceptions of the school environment,
engagement in learning, hope, and academic achievement. Using a sample of 423 students (M age 15.72 years; 46.7% female; 77.6% white; 30.9% eligible for FRPL) from five small secondary schools in the upper Midwest,
students’ perceptions of the school environment were linked to engagement in learning, which, in turn, was linked to change
in academic achievement and hope over the span of 1 year. Evidence was found for reciprocal links between earlier levels of
engagement and hope and later perceptions of the environment. These results suggest that the school environment represents
a potential leverage point for educational reform, and interventions that target students’ perceptions of autonomy, teacher/peer
support, and goal orientation may be able to promote engagement, hope, and academic achievement. In addition, such changes
may create a positive feedback loop in which change in academic performance and adjustment accelerate over time. 相似文献
5.
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: |
6.
Classroom context and school engagement are significant predictors of academic achievement. These factors are especially important
for academically at-risk students. Grounded in an ecological systems perspective, this study examined links between classroom
context, school engagement, and academic achievement among early adolescents. We took a multidimensional approach to the measurement
of classroom context and school engagement, incorporating both observational and self-reported assessments of various dimensions
of classroom context (instruction quality, social/emotional climate, and student–teacher relationship) and school engagement
(psychological and behavioral engagement). Using data from the NICHD Study of Early Child Care and Youth Development, we tested
whether school engagement mediated the link between classroom context and academic achievement among 5th grade students, and
whether these pathways were the same for students with previous achievement difficulties identified in 3rd grade. Participants
included 1,014 children (50% female) in 5th grade (mean age = 11). The majority of the participants were white (77%) and 23%
were children of color. Results indicated that psychological and behavioral engagement mediated the link between classroom
context and academic achievement for students without previous achievement difficulties. However, for students with previous
achievement difficulties psychological and behavioral engagement did not mediate the link between classroom context and academic
achievement. These results suggest that improving classroom quality may not be sufficient to improve student engagement and
achievement for students with previous achievement difficulties. Additional strategies may be needed for these students. 相似文献
7.
Ellen Greenberger Jared Lessard Chuansheng Chen Susan P. Farruggia 《Journal of youth and adolescence》2008,37(10):1193-1204
Anecdotal evidence suggests an increase in entitled attitudes and behaviors of youth in school and college settings. Using
a newly developed scale to assess “academic entitlement” (AE), a construct that includes expectations of high grades for modest
effort and demanding attitudes towards teachers, this research is the first to investigate the phenomenon systematically.
In two separate samples of ethnically diverse college students comprised largely of East and Southeast Asian American, followed
by Caucasians, Latinos, and other groups (total N = 839, age range 18–25 years), we examined the personality, parenting, and motivational correlates of AE. AE was most strongly
related to exploitive attitudes towards others and moderately related to an overall sense of entitlement and to narcissism.
Students who reported more academically entitled attitudes perceived their parents as exerting achievement pressure marked
by social comparison with other youth and materially rewarding good grades, scored higher than their peers in achievement
anxiety and extrinsic motivation, and engaged in more academic dishonesty. AE was not significantly associated with GPA.
相似文献
Ellen GreenbergerEmail: |
8.
Lisa A. Serbin Dale M. Stack Danielle Kingdon 《Journal of youth and adolescence》2013,42(9):1331-1347
Successful academic performance during adolescence is a key predictor of lifetime achievement, including occupational and social success. The present study investigated the important transition from primary to secondary schooling during early adolescence, when academic performance among youth often declines. The goal of the study was to understand how risk factors, specifically lower family resources and male gender, threaten academic success following this “critical transition” in schooling. The study involved a longitudinal examination of the predictors of academic performance in grades 7–8 among 127 (56 % girls) French-speaking Quebec (Canada) adolescents from lower-income backgrounds. As hypothesized based on transition theory, hierarchical regression analyses showed that supportive parenting and specific academic, social and behavioral competencies (including spelling ability, social skills, and lower levels of attention problems) predicted success across this transition among at-risk youth. Multiple-mediation procedures demonstrated that the set of compensatory factors fully mediated the negative impact of lower family resources on academic success in grades 7–8. Unique mediators (social skills, spelling ability, supportive parenting) also were identified. In addition, the “gender gap” in performance across the transition could be attributed statistically to differences between boys and girls in specific competencies observed prior to the transition, as well as differential parenting (i.e., support from mother) towards girls and boys. The present results contribute to our understanding of the processes by which established risk factors, such as low family income and gender impact development and academic performance during early adolescence. These “transitional” processes and subsequent academic performance may have consequences across adolescence and beyond, with an impact on lifetime patterns of achievement and occupational success. 相似文献
9.
Rebecca S. Mart��nez O. Tolga Aricak Misha N. Graves Jessica Peters-Myszak Leah Nellis 《Journal of youth and adolescence》2011,40(5):519-530
One of the most fundamental factors related to psychological well being across the lifespan is whether a person perceives social support from important others in his or her life. The current study explored changes in and relationships among perceived social support (SS) and socioemotional adjustment (SEA) across the 1-year transition from elementary to junior high school. Two cohorts of students (N = 140) participated in the current study that took place across a 3-year time span. Analyses of the transition data for boys and girls together reveal declines in perceived total support and teacher support as well as an increase in self-reported school problems. When considering the sexes separately, girls?? perceived total support, close friend support and school support declined while boy??s self-reported school problems increased across the transition. Although social support did not emerge as a mediator or predictor for any of the socioemotional variables in the current study, results reveal that, in general, perceived social support and socioemotional functioning at the end of the last year of elementary school predicts perceived social support and socioemotional functioning at the end of the first year of junior high school. Study limitations and implications for research and practice are discussed. 相似文献
10.
Marta Bassi Patrizia Steca Antonella Delle Fave Gian Vittorio Caprara 《Journal of youth and adolescence》2007,36(3):301-312
This study investigated learning activities and associated quality of experience of students with different levels of perceived
academic self-efficacy. Two groups were formed out of 130 Italian adolescents (age 15–19), one with high and one with low
academic self-efficacy beliefs (31 and 32 participants, respectively). Students provided valuation of academic pursuits and
aspirations, and were monitored for one week with experience sampling method (ESM). Attention was paid to the association
of learning activities with optimal experience, characterized by high perceived environmental challenges matched by high personal
skills, involvement, concentration and intrinsic reward. High self-efficacy students reported higher academic aspirations
and pursuits than low self-efficacy students. They also spent more time in homework, and primarily associated learning activities
with optimal experience. Results have educational implications in fostering motivation and enjoyment in learning. They also
provide empirical support for the combination of self-efficacy beliefs and quality of experience in motivational research.
Lecturer of Psychology at the Medical School of the University of Milan, Italy. She received her Ph.D. in 1999 from the University
of Milan. She has conducted research in human development, focusing on adolescents’ quality of experience and identity building,
as well as on methodological aspects of experience sampling procedures.
She received her Ph.D. in 2004 from the University of Padua. Her main interests focus on the study of subjective and psychological
well-being across the life span, as well as on methodological aspects of longitudinal research
Her main research interests are the cross-cultural investigation of the quality of daily experience and its long-term developmental
impact. She is supervisor in intervention projects on migration, disability and social maladjustment
His major research interests include personality development and personality assessment along the life span. He is supervisor
in longitudinal projects on psychosocial adjustment from childhood to young adulthood 相似文献
11.
Research has linked the role of education to delinquency, but much of the focus has been on general population samples and
with little attention to demographic differences. Employing a cumulative disadvantage framework that integrates elements of
informal social control and labeling theories, this article examines whether academic achievement serves as a positive turning
point and re-directs juvenile delinquents away from subsequent offending. Attention is also given to race/sex contingencies.
Using a sample of 4,147 delinquents released from Florida correctional institutions (86% male, 57% non-White, average age
at release = 16.8 years), propensity score analysis yielded two findings: youth with above average academic achievement while
incarcerated were significantly more likely to return to school post-release, and youth with above average attendance in public
school were significantly less likely to be re-arrested in the 1-year post-release period. While the academic gains were pronounced
among African-American males, the preventive effects of school attendance are similar across race and sex, suggesting that
education can be a part of a larger prevention effort that assists juvenile delinquents in successful community re-entry. 相似文献
12.
Doing Well vs. Feeling Well: Understanding Family Dynamics and the Psychological Adjustment of Chinese Immigrant Adolescents 总被引:1,自引:1,他引:0
Desirée Baolian Qin 《Journal of youth and adolescence》2008,37(1):22-35
Despite their average high levels of educational achievement, Asian American students often report poor psychological and
social adjustment, suggesting an achievement/adjustment paradox. Yet, the reasons for this paradox remain unclear. Drawing
on 5-year longitudinal qualitative interview data, this paper compares the family dynamics of two groups of adolescents from
Chinese immigrant families: non-distressed adolescents (n = 20) who have high levels of academic achievement and high levels of psychological well-being; and distressed adolescents (n = 18) who have high levels of academic achievement but low levels of psychological well-being. Findings suggest that the
two groups of families differed in parenting approaches after migration, parent–child communication, parental expectations,
and parent–child relations. Implications for Asian American adolescent and youth development are discussed.
相似文献
Desirée Baolian QinEmail: |
13.
Hafen CA Allen JP Mikami AY Gregory A Hamre B Pianta RC 《Journal of youth and adolescence》2012,41(3):245-255
Student engagement is an important contributor to school success, yet high school students routinely describe themselves as
disengaged. Identifying factors that alter (increase) engagement is a key aspect of improving support for student achievement.
This study investigated students’ perceptions of autonomy, teacher connection, and academic competence as predictors of changes
in student engagement within the classroom from the start to the end of a course. Participants were 578 (58% female) diverse
(67.8% White, 25.2% African American, 5.1% Hispanic, 1.2% Asian American) high school students from 34 classrooms who provided
questionnaire data both at the start and the end of a single course. Novel results from a cross-lagged model demonstrated
that students who perceived their classrooms as allowing and encouraging their own autonomy in the first few weeks increased
their engagement throughout the course, rather than the typical decline in engagement that was demonstrated by students in
other classrooms. This finding is unique in that it extended to both students’ perceptions of engagement and observations
of student engagement, suggesting a fairly robust pattern. The pertinence of this finding to adolescent developmental needs
and its relationship to educational practice is discussed. 相似文献
14.
Amori Yee Mikami Erik A. Ruzek Christopher A. Hafen Anne Gregory Joseph P. Allen 《Journal of youth and adolescence》2017,46(11):2341-2354
Secondary school is a vulnerable time where stagnation or declines in classroom behavioral engagement occur for many students, and peer relationships take on a heightened significance. We examined the implications of adolescents’ perceptions of relatedness with classroom peers for their academic learning. Participants were 1084 adolescents (53% female) in 65 middle and high school classrooms. Multilevel cross-lagged path analyses found that adolescents’ perceived relatedness with classroom peers subsequently predicted their increased self-reported behavioral engagement in that classroom from fall to winter and again from winter to spring. Higher engagement in spring predicted higher end of year objective achievement test scores after statistical control of prior year test scores. Implications are discussed for increasing classroom peer relatedness to enhance adolescents’ achievement. 相似文献
15.
Christine M. Wienke Totura Marc S. Karver Ellis L. Gesten 《Journal of youth and adolescence》2014,43(1):40-52
Peer victimization is a well-known national and international problem, contributing to a range of emotional, social, and behavioral consequences. Using structural equation modeling, the authors tested a theoretical model suggesting that psychological distress and student engagement mediate the association between the experience of victimization and concurrent academic achievement. Participants were 469 (46.4 % male, 53.6 % female) 6th to 8th grade students, from randomly selected classrooms in 11 middle schools in a southeastern school district. Structural equation models of the hypothesized effects demonstrated adequate fit to the data, with both symptoms of psychological distress and engagement mediating the relationship between victimization and academic achievement. In general, the results suggest that victimization predicts diminished academic achievement by way of psychological distress and poorer engagement in classroom and academic tasks. However, the direct relationship between victimization and measures of achievement lacked significance across many correlational and path analyses conducted. These findings have implications for researchers and practitioners in understanding how psychological distress and student engagement are associated with the academic performance of students who experience peer victimization. 相似文献
16.
Few researchers have studied trajectories of stress over time in relation to psychosocial outcomes and behaviors among adolescents. A sample of African American adolescents were assessed longitudinally on perceived stress, psychological well-being, support, antisocial behaviors, and academic success. Patterns of stress over 4 time points were developed using a cluster-analytic approach. Differences among the trajectory clusters were examined using psychosocial outcomes and behaviors. Adolescents with chronic levels of stress reported more anxiety and depression, engaged in antisocial behaviors, and reported less active coping than youth in other trajectories. Adolescents with low levels of stress over time reported fewer psychological problems, perceived more social support, and were more likely to graduate from high school than those with higher stress levels over time. We also found that an increase in stress coincided with a lack of support and more psychological problems over time. 相似文献
17.
Sylvia Alatorre Alva 《Journal of youth and adolescence》1993,22(4):407-423
Very little is known about the factors and processes that lead to differential patterns of achievement among Asian-American adolescents. Using grades and standardized test scores as criteria variables, a paper- and- pencil survey was conducted to determine the relative effects of sociocultural variables, personality factors, and student perceptions of school and social events in explaining differential patterns of academic performance within a sample (N=89) of Asian-American tenth graders. Generally, the results demonstrate that Asian-American students whose educational and social experiences convey a strong link between schooling, academic success, and social integration are more likely to demonstrate patterns of achievement, as reflected in higher grades and better performance on standardized tests. The study's findings are discussed in connection with the relative functionalism concept proposed by S. Sue and S. Okazaki (1990) and the effective schools literature.Received doctoral degree in 1988 from the University of California, Los Angeles, specializing in developmental psychology. Research interests include the educational attainment of Hispanic and minority group children, adolescent alcohol use, and social policy analysis and planning.This work was supported partially by an Affirmative Action Faculty Development Grant from California State University, Fullerton. 相似文献
18.
Galaif Elisha R. Sussman Steve Chou Chih-Ping Wills Thomas A. 《Journal of youth and adolescence》2003,32(4):243-258
The structural relationships among risk and protective factors were examined in a sample of 646 continuation high school students. Although depression predicted more perceived stress, it was not a unique predictor of anger coping, seeking social support, or substance use. Perceived stress increased seeking social support. Seeking social support decreased the utilization of anger coping, which suggests that it may be a means of prevention for adolescents. Anger coping behaviors were implicated as being significant in sustaining depression and perceived stress, and in increasing hard drug use over time. Moderation analysis indicated that although there was no difference in the stress–coping–depression relationship between Latinos and Caucasians, the relationship among perceived stress, anger coping, and depression was stronger for female than for male adolescents. Theoretical and practical implications of the findings are discussed. 相似文献
19.
In a sample of 207 eighth grade students, we examined similarities between students and their friends in achievement motivation
and whether friendship support moderated these associations. Academic self-competence and intrinsic value for math and English
were assessed using both perceptions of friends and actual friend reports collected through friend nominations. For both sources
of information, there was a stronger positive association between students’ and friends’ academic self-competence when friendships
were rated as more supportive. Analyses predicting intrinsic value for math and English provided weaker evidence of an interaction.
Comparisons of the students’ perceptions and their friends’ actual reports suggested that students overestimated the degree
to which their friends had attitudes similar to their own. Students also perceived that their friends valued academics significantly
less than the friends actually reported. Results suggest that both friend and friendship characteristics are important for
understanding student achievement motivation.
相似文献
Eric LokenEmail: |
20.
Lindsay Rice Joan M. Barth Rosanna E. Guadagno Gabrielle P. A. Smith Debra M. McCallum 《Journal of youth and adolescence》2013,42(7):1028-1040
Social cognitive models examining academic and career outcomes emphasize constructs such as attitude, interest, and self-efficacy as key factors affecting students’ pursuit of STEM (science, technology, engineering and math) courses and careers. The current research examines another under-researched component of social cognitive models: social support, and the relationship between this component and attitude and self-efficacy in math and science. A large cross-sectional design was used gathering data from 1,552 participants in four adolescent school settings from 5th grade to early college (41 % female, 80 % white). Students completed measures of perceived social support from parents, teachers and friends as well as their perceived ability and attitudes toward math and science. Fifth grade and college students reported higher levels of support from teachers and friends when compared to students at other grade levels. In addition, students who perceived greater social support for math and science from parents, teachers, and friends reported better attitudes and had higher perceptions of their abilities in math and science. Lastly, structural equation modeling revealed that social support had both a direct effect on math and science perceived abilities and an indirect effect mediated through math and science attitudes. Findings suggest that students who perceive greater social support for math and science from parents, teachers, and friends have more positive attitudes toward math and science and a higher sense of their own competence in these subjects. 相似文献