Personality and the Intergenerational Transmission of Educational Attainment: Evidence from Germany

Research based in the United States, with its relatively open educational system, has found that personality mediates the relationship between parents’ and child’s educational attainment and this mediational pattern is especially beneficial to students from less-educated households. Yet in highly structured, competitive educational systems, personality characteristics may not predict attainment or may be more or less consequential at different points in the educational career. We examine the salience of personality in the educational attainment process in the German educational system. Data come from a longitudinal sample of 682 17 to 25 year-olds (54% female) from the 2005 and 2015 German Socio-Economic Panel (SOEP). Results show that adolescent personality traits—openness, neuroticism, and conscientiousness—are associated with educational attainment, but personality plays a negligible role in the intergenerational transmission of education. Personality is influential before the decision about the type of secondary degree that a student will pursue (during adolescence). After that turning point, when students have entered different pathways through the system, personality is less salient. Cross-national comparisons in a life course framework broaden the scope of current research on non-cognitive skills and processes of socioeconomic attainment, alerting the analyst to the importance of both institutional structures and the changing importance of these skills at different points in the life course.     

Intergenerational Transmission of Educational Aspirations in Chinese Families: Identifying Mediators and Moderators

Parents’ educational aspirations for youth play an important role in shaping youth’s own educational aspirations; however, little is known about how and in what context parents may transmit their aspirations to youth effectively. This is of particular interest and import to be examined in Chinese families, given Chinese cultural emphasis on educational achievement and Chinese youth’s outstanding academic performance internationally. By integrating several key theories of motivation and parental socialization (i.e., the expectancy-value model of academic achievement, the two-step model of value transmission, the contextual model of parenting, and the self-determination theory), the current study investigated simultaneously the mediating roles of parental involvement in youth’s learning and youth’s perceptions of parental aspirations, as well as the moderating role of parental warmth in the intergenerational transmission process of educational aspirations in Chinese families. A two-wave longitudinal study spanning about half a year was conducted among 323 Chinese seventh graders (54% female; M_age?=?13.25 years) and one of their parents (median educational attainment?=?completion of high school, median monthly income?=?USD 766–1226). It was found that parental educational aspirations for youth were related positively both indirectly through parental involvement and directly to youth’s perceptions of parental aspirations, which in turn were associated positively with youth’s own educational aspirations about half a year later. It was also found that parental educational aspirations for youth and youth’s own educational aspirations were associated positively with each other only when youth reported experiencing high levels of parental warmth, but unrelated when youth reported experiencing low levels of parental warmth, whereas such moderating effects of parental warmth were absent on the links from parental aspirations to youth’s perceptions of parental aspirations and parental involvement. These findings highlight the importance of integrating multiple theories to understand parent-to-youth transmission of educational aspirations in non-western cultures, which helps not only reveal generalizability, as well as boundary conditions for Western-originated theories, but also inform practical endeavors at promoting youth’s educational achievement worldwide to draw on strengths of different cultures.     

The Development of Gender Role Attitudes During Adolescence: Effects of Sex,Socioeconomic Background,and Cognitive Abilities

Journal of Youth and Adolescence - How gender role attitudes develop during adolescence, and how biological, social, and cognitive factors predict this development, remains a matter of debate. This...     

Gender Moderation of the Intergenerational Transmission and Stability of Depressive Symptoms from Early Adolescence to Early Adulthood

Factors that might exacerbate or mitigate the transmission of depressive symptoms from parents to adolescents and the continuity of depressive symptoms into early adulthood are poorly understood. This study tested the hypothesis that the intergenerational transmission and stability of depressive symptoms would be stronger for girls than boys over adolescence and into early adulthood, while considering the possibility that the pattern of gender moderation might vary depending on parent gender and developmental timing. The participants were 667 rural Midwestern adolescents (52 % female) and their parents. Survey data on maternal and paternal depressive symptoms (at youth age 11) and on adolescent and young adult depressive symptoms (at youth ages 11, 18, and 21) were analyzed via multiple group structural equation modeling. Maternal depressive symptoms predicted increased late adolescent depressive symptoms for girls but not boys, and adolescent depressive symptoms were more stable in girls. Paternal depressive symptoms predicted increased late adolescent depressive symptoms for all youth. The findings suggest the need for early, tailored interventions.     

Applying Social Cognitive Theory to Explore Relational Aggression across Early Adolescence: A Within- and Between-Person Analysis

In the past two decades, there has been a significant amount of research on children’s relational aggression, which has been found to be associated with psychosocial problems. Longitudinal studies have examined changes in relational aggression during early adolescence in relation to individual characteristics; however, most studies compare individual differences between people with regard to rates of relational aggression. A shortcoming to the current literature is the lack of studies that use a multilevel approach to examine individual differences (between-person) as well as the extent to which individuals deviate from their own typical levels (within-person) over time. In this study, within- and between-person psychological and peer-related predictors of rates of relational aggression over time were examined. Participants included 1,655 students in 5th–8th grade (mean age: 13.01) from four public middle schools in the Midwest, which consisted 828 females and 827 males. In terms of race and ethnicity, 819 (49.5%) were African Americans, followed by 571 (34.5%) Whites, and 265 (16%) Others. Longitudinal data were collected over four waves across two years of middle school. The findings indicated that contrary to the hypothesis that relational aggression would increase over time, there was no significant growth across time. Age, gender, and race were not associated with relational aggression over time; however, consistent with the Social Cognitive Theory, changes in within-person impulsivity, anger, and peer delinquency were all positively related to increases in relational aggression. At the between-person level of analysis, depressive symptoms and peer delinquency were related to relational aggression. Findings suggest that school-based programs that address anger management, impulsivity, empathy, and victimization could help prevent relational aggression.     

An Examination of Reciprocal Associations Between Social Preference,Popularity, and Friendship during Early Adolescence

Getting along with peers becomes increasingly important to health and well-being during early adolescence (10–14 years). Young adolescents may succeed with peers when they are well-liked by and popular among the larger peer group (or at the group-level of social complexity). They might also fare well with peers when they are able to form numerous mutual and high quality friendships (at the dyadic-level of social complexity). Theory emphasizes the interrelatedness of different types of peer experiences, but few longitudinal studies have examined the interplay among and between group- and dyadic-level peer experiences in the same study. As a result, it is not known whether group-level peer experiences are predictors of dyadic-level peer experiences, and/or vice versa. To address this limitation, this study examined the prospective and reciprocal relations between four indices of peer experiences, preference (or being highly liked and not disliked by peers), popularity (or having a reputation as popular), friendship quantity (or having many mutual friends), and friendship or relationship quality, during early adolescence. Participants were 271 adolescents (49% girls; M_age?=?11.52 years) who completed peer nominations of preference and popularity, a self-report measure of friendship quality, and nominated friends at two waves (Wave 1: November, Grade 6; Wave 2: October, Grade 7). Structural equation modeling indicated that friendship quantity predicted increases in preference and popularity and that friendship quality predicted increases in friendship quantity. Initial popularity was associated with decreases in preference. The importance of these findings for future research is discussed along with study limitations.     

Intergenerational Transmission of Work Values: A Meta-Analytic Review

Work values act as guiding principles for individuals’ work-related behavior. Economic self-sufficiency is an important predictor for psychological well-being in adulthood. Longitudinal research has demonstrated work values to be an important predictor of economic behavior, and consequently of self-sufficiency. Socialization theories designate parents an important role in the socialization of their children to cultural values. Yet, extant literature is limited in demonstrating the role families play on how youth develop agentic pathways and seek self-sufficiency in transition to adulthood. This study presents a meta-analytic review investigating the intergenerational transmission of work values, which is frequently assessed in terms of parent–child value similarities. Thirty studies from 11 countries (N?=?19,987; Median child age?=?18.15) were included in the analyses. The results revealed a significant effect of parents on their children’s work values. Both mothers’ and fathers’ work values, and their parenting behavior were significantly associated with their children’s work values. Yet, similarity of father–child work values decreased as child age increased. Our findings suggest a moderate effect, suggesting the influence of general socio-cultural context, such as generational differences and peer influences, in addition to those of parents on youth’s value acquisition. Our systematic review also revealed that, despite its theoretical and practical importance, social science literature is scarce in comprehensive and comparative empirical studies that investigate parent–child work value similarity. We discuss the implications of our findings for labor market and policy makers.     

Keeping Secrets from Parents: Advantages and Disadvantages of Secrecy in Adolescence

Traditional views regard secrecy as problematic, and associated research among adults almost exclusively focuses on its physical and psychological disadvantages for the secret-keeper. Contrary to this negative view on secrecy, this paper proposes that secrecy may have developmental functions that bear particular importance in the period of adolescence. Specifically, it should be associated with adolescents' feeling of emotional autonomy. A cross-sectional study was conducted to examine the links between secrecy and psychosocial well-being and emotional autonomy among 227 younger (12–13 years) and older (16–18 years) adolescents. Results showed that keeping secrets from parents is associated with physical and psychological disadvantages in adolescence. Confirming the prediction, however, secrecy was also related to adolescents' emotional autonomy. The theoretical and empirical implications of our findings are discussed in the context of adolescent development.     

Unpacking Acculturation: Cultural Orientations and Educational Attainment Among Mexican-Origin Youth

Given educational risks facing Mexican-origin children of immigrant parents, it is important to understand how aspects of the acculturation process influence Mexican-origin youth's educational success. Drawing from selective assimilation theory, this study examined how cultural orientations across myriad facets of acculturation were associated with the educational attainment of second-generation Mexican immigrant youth. The sample included 755 Mexican-origin youth (50% female) in the "Children of Immigrants Longitudinal Study." Results from structural equation models indicated that youth reporting greater facility in the English language and a stronger value on familism attained higher levels of education in young adulthood than did other youth. Parents' U.S. social ties and youth's value on early paid work were associated with less educational attainment. Innovative findings from this study indicate the importance of considering both Mexican and American cultural orientations across myriad facets of acculturation for understanding second-generation immigrant Mexican youth's educational attainment.     

Social Status and Classroom Behavior in Math and Science during Early Adolescence

Journal of Youth and Adolescence - Social status is a salient feature of the classroom peer ecology in early adolescence, yet research has not examined how it plays out within the domains of math...     

Attachment to Parents,Best Friend,and Romantic Partner: Predicting Different Pathways to Depression in Adolescence

Research indicates that insecurely-attached adolescents are at risk for depression, but little is known about factors that may influence or explain this vulnerability. The present study focuses on close relationships during adolescence and their association with depression. Specifically, the objectives were to investigate (1) the role of working models of specific attachment figures (i.e., mother, father, best friend, and romantic partner) in the prediction of depression; and (2) the existence of target-specific pathways to depression following relational stress. It was expected that the paths to depression would differ depending on the attachment figure under consideration. A total of 134 adolescents (n = 88 girls; Mage = 16.95 years; SD = .74) completed attachment questionnaires, a depression inventory, and a computer task consisting of hypothetical interpersonal vignettes and questions. Insecure attachment relationships with romantic partner, and for girls only, with mother, were uniquely predictive of depression. Insecurely-attached adolescents' tendency to make negative attributions in response to stresses fully mediated the attachment–depression association. These adolescents were found to ruminate when confronted with stresses involving romantic partner, which was also associated with depression. Results underscore the link between attachment, negative attributions, and depression. Staff Psychologist, Child Psychiatry Department at the Jewish General Hospital. Received PhD in clinical psychology from Concordia University. Research interests include attachment and adolescent adjustment. Professor of Psychology and Applied Human Sciences, Concordia University, Montreal, Quebec, Canada H4B 1R6. Received PhD in social psychology from Ohio State University. Research interests include close interpersonal relationships and adjustment. Professor of Psychology, Concordia University, Montreal, Quebec, Canada H4B 1R6. Received PhD in developmental psychology from Stanford University. Research interests include attachment and parenting in adolescence.     

The Role of Mentor Type and Timing in Predicting Educational Attainment

Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants’ ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.     

The Intergenerational Transmission of Values in National and Immigrant Families: The Role of Zeitgeist

Correspondence in value orientation between parents and their offspring may be due to actual transmission processes between generations, but it may also be due to influences from the general value context in society that are common to parents and their offspring. This common value context is referred to as Zeitgeist. The present study deals with one family relationship value (i.e., parents’ and adolescents’ obligations toward the family). Participants were 1,252 immigrant and 726 national adolescent–parent dyads from 10 Western countries. There were significant relationships between the value placed on family obligations among parents and offspring, and these were independent of gender. Zeitgeist effects, both intergenerational and intragenerational, were found. The strength of these Zeitgeist effects depended on the basis for defining Zeitgeist, either a person’s own ethnic group or the wider community including both nationals and immigrants. For explaining national adolescents’ acceptance of their family obligations, both the ethnic and the national Zeitgeist played a role, whereas in the immigrant groups only the ethnic Zeitgeist played a significant role. In short, in an immigration context it makes sense to distinguish the influence of a person’s own ethnic group from the influence of the wider community, including other ethnic groups. Explanations are suggested and implications are discussed.

Parent-child Communication,Social Norms,and the Development of Cyber Aggression in Early Adolescence

Journal of Youth and Adolescence - To understand the development of cyber aggression during adolescence, it is important to consider the temporal variability of its potential predictors. This study...     

Aggressive Problem-Solving Strategies,Aggressive Behavior,and Social Acceptance in Early and Late Adolescence

This study examined the relations between aggressive problem-solving strategies and aggressive behavior, and the intervening role of social acceptance in that relation in early and late adolescence. The subjects were 1655 11- and 17-year-old adolescents (863 girls and 792 boys). They completed a questionnaire measuring aggressive problem-solving strategies, while assessments of aggressive behavior and social acceptance were obtained by peer nominations. The results showed that aggressive problem-solving strategies were significantly but not very highly associated with aggressive behavior among both age groups. The role of social acceptance was of high importance, this being the major finding of this study. The aggressive-accepted adolescents underestimated their aggressiveness, i.e., had as low a level of self-rated aggressive strategies as the nonaggressive adolescents. This was particularly true of the late adolescents. The self-rated strategies of the nonaggressive adolescents were not dependent on their level of social acceptance. Finally, some gender differences were found. The findings are discussed in terms of the development of sociability and social knowledge about the self.     

The Influence of Ethnicity and Adverse Life Experiences During Adolescence on Young Adult Socioeconomic Attainment: The Moderating Role of Education

Previous research has documented that adverse life experiences during adolescence, particularly for ethnic minorities, have a long-term influence on income and asset attainment and that this relationship is largely mediated by educational achievement. We extend prior research by investigating three research questions. First, we investigate the extent to which community disadvantage, family factors and race/ethnicity each exert an independent influence on young adult socioeconomic attainment. Second, we examine whether youths’ educational attainment mediates these independent influences on socioeconomic attainment. Third, we test whether educational attainment ameliorates the negative influences of disadvantaged community and family conditions and race/ethnicity on socioeconomic attainment. We address these questions using multilevel modeling with longitudinal, prospective data from Waves 1 and 4 of National Longitudinal Study of Adolescent Health, which has a nationally representative sample of adolescents (N?=?13, 450; 53?% females). Regarding our first research question, our results indicated that African Americans, youth from disadvantaged communities, lower SES families achieve significantly lower levels of earnings, assets, and job quality during young adulthood. Second, we found that young adults’ educational level only partially mediate the influences of family and race/ethnicity influences on young adults’ socioeconomic attainment. Third, we found that young adults’ educational level buffered the influence of early socioeconomic adversities and accentuated the positive influences of family resources. Findings highlight the importance of social context as well as educational opportunities during childhood and adolescence for economic stability in early adulthood.     

Interaction of Biological Stress Recovery and Cognitive Vulnerability for Depression in Adolescence

Major Depressive Disorder is a common mental illness with rates increasing during adolescence. This has led researchers to examine developmental antecedents of depression. This study examined the association between depressive symptoms and the interaction between two empirically supported risk factors for depression: poor recovery of the biological stress system as measured through heart rate and cortisol, and cognitive vulnerabilities as indexed by rumination and a negative cognitive style. Adolescents (n = 127; 49 % female) completed questionnaires and a social stress task to elicit a stress response measured with neuroendocrine (cortisol) and autonomic nervous system (heart rate) endpoints. The findings indicated that higher depressive symptoms were associated with the combination of higher cognitive vulnerabilities and lower cortisol and heart rate recovery. These findings can enhance our understanding of stress responses, lead to personalized treatment, and provide a nuanced understanding of depression in adolescence.     

Reciprocal Associations between Educational Identity and Vocational Identity in Adolescence: A Three-wave Longitudinal Investigation

Education and vocation are core identity domains in adolescence. School is a normative social context in this developmental time frame and the formation of an educational identity is embedded in the goals that youth pursue in school. One of the main goals of education is to prepare young people for their future careers. Hence, educational identity should support the formation of vocational identity during adolescence. Considering the limited evidence on the longitudinal links between these two domain-specific identities, we conducted a three-wave investigation, testing the moderating role of age group, gender, and type of school. Participants (N?=?1030; 59.3% female) were adolescents (M _age ?=?16.72 years, SD _age ?=?1.23, age range 14–19 years) who completed self-report measures of educational and vocational identity three times during an academic year. We underscored reciprocal associations between educational identity and vocational identity. The results indicate that strong educational commitments supported the formation of strong vocational commitments across time. Adolescents who were involved in the in-depth exploration of their educational choices also reported more vocational exploration during the school year. In turn, vocational identity processes also supported educational identity formation, especially the reconsideration of educational commitments. In terms of moderators, we underscored that vocational commitment making and vocational flexibility bolstered educational commitment only in early-to-middle adolescents. Educational in-depth exploration fostered the identification with vocational commitments only in girls. Educational reconsideration of commitment promoted vocational self-doubt only in adolescents attending work-bound high-schools. Implications for research and practice are discussed.