共查询到20条相似文献,搜索用时 15 毫秒
1.
Yibing Li Jacqueline V. Lerner Richard M. Lerner 《Journal of youth and adolescence》2010,39(7):801-815
Although the role of school engagement in influencing children’s academic competence has been recognized in past theory and
research, how school engagement may mediate the relationships between ecological and personal resources and academic competence
remains largely unknown. Using structural equation modeling procedures, the present study was aimed at examining the role
of school engagement in mediating the associations between ecological and personal assets and academic competence. Data from
960 participants (45.6% boys) who took part in the Grades 5 and 6 assessments of the longitudinal, 4-H Study of Positive Youth
Development were used. Evidence was found for a model positing two distinct school engagement components, Behavioral and Emotional,
and for the role of these facets of school engagement in the relationships between developmental assets and later academic
competence. Personal and ecological assets had indirect effects on later academic competence, via behavioral and emotional
school engagement. Behavioral and emotional school engagement predicted academic competence differently. Emotional engagement
was indirectly linked to academic competence, via behavioral engagement. Behavioral and emotional engagement also had different
individual and contextual antecedents. Implications of the findings for evaluating the role of behavioral and/or emotional
school engagement in academic competence and positive youth development are discussed. 相似文献
2.
Drawing from an ecological assets framework as well as research and theory on positive youth development, this study examined
the relationship of early adolescents’ satisfaction with life to trait optimism and assets representing the social contexts
in which early adolescents spend most of their time. Self-reports of satisfaction with life, optimism, and ecological assets
in the school (school connectedness), neighborhood (perceived neighborhood support), family (perceived parental support),
and peer group (positive peer relationships) were assessed in a sample of 1,402 4th to 7th graders (47% female) from 25 public
elementary schools. Multilevel modeling (MLM) was conducted to analyze the variability in life satisfaction both at the individual
and the school level. As hypothesized, adding optimism and the dimensions representing the ecology of early adolescence to
the model significantly reduced the variability in life satisfaction at both levels of analysis. Both personal (optimism)
and all of the ecological assets significantly and positively predicted early adolescents’ life satisfaction. The results
suggest the theoretical and practical utility of an assets approach for understanding life satisfaction in early adolescence. 相似文献
3.
Nicole E. Werner Matthew F. Bumpus Daquarii Rock 《Journal of youth and adolescence》2010,39(6):607-619
The current study examined concurrent and longitudinal predictors of early adolescents’ involvement in Internet aggression.
Cross-sectional results (N = 330; 57% female) showed that the likelihood of reporting Internet aggression was higher among youth who spent more time
using Internet-based technologies to communicate with friends and who were themselves targets of Internet aggression. Offline
relational aggression and beliefs supportive of relational and physical aggression also predicted concurrent involvement in
Internet aggression. We used longitudinal data (N = 150; 51% female) to distinguish between youth who were aggressive in traditional contexts only (i.e., school) from those
who were aggressive both online and offline. These results indicated that youth who were aggressive both online and offline
were older at the initial assessment, were targets of Internet aggression, and held beliefs more supportive of relational
aggression than youth who were aggressive offline only. Implications and directions for future research are discussed. 相似文献
4.
Engagement in school is crucial for academic success and school completion. Surprisingly little research has focused on the
relationship between student engagement and delinquency. This study examines whether engagement predicts subsequent school
and general misconduct among 4,890 inner-city Chicago elementary school students (mean age: 11 years and 4 months; 43.3% boys;
66.5% black; 28.8% Latino). To improve upon prior research in this area, we distinguish three types of engagement (emotional,
behavioral, and cognitive), examine whether the relationship between engagement and misconduct is bidirectional (misconduct
also impairs engagement), and control for possible common causes of low engagement and misconduct, including peer and family
relationships and relatively stable indicators of risk-proneness. Emotional and behavioral engagement predict decreases in
school and general delinquency. However, cognitive engagement is associated with increases in these outcomes. School and general
delinquency predict decreased engagement only in the cognitive domain. Suggestions for future research and implications for
policy are discussed. 相似文献
5.
Miller-Johnson Shari Costanzo Philip R. Coie John D. Rose Mary R. Browne Dorothy C. Johnson Courtney 《Journal of youth and adolescence》2003,32(5):375-384
This study investigated associations between peer status, peer group social influences, and risk-taking behaviors in an urban sample of 647 African American seventh-grade students. The highest rates of problem behaviors were seen in the controversial peer status group, or those youth who were both highly liked and highly disliked by other youth. Findings also revealed contrasting patterns of peer group leadership. The more conventional, positive leadership style predicted lower rates, and the less mainstream, unconventional style predicted higher rates of involvement in problem behaviors. Conventional leaders were most likely to be popular status youth, while unconventional leaders were mostly to be both controversial and popular status youth. Controversial status youth were also more likely to be involved in deviant peer groups. Results highlight the importance of controversial status students as key influence agents during early adolescence. We discuss the implications of these results for preventive interventions to reduce adolescent problem behaviors. 相似文献
6.
Heather L. Lawford Anna-Beth Doyle Dorothy Markiewicz 《Journal of youth and adolescence》2013,42(12):1847-1857
Generativity, defined as concern for future generations, is theorized to become a priority in midlife, preceded by a stage in which intimacy is the central issue. Recent research, however, has found evidence of generativity even in adolescence. This longitudinal study explored the associations between caregiving in friendships, closely related to intimacy, and early generative concern in a young adolescent sample. Given the importance of close friendships in adolescence, it was hypothesized that responsive caregiving in early adolescent friendships would predict later generative concern. Approximately 140 adolescents (56 % female, aged 14 at Time 1) completed questionnaires regarding generative concern and responsive caregiving with friends yearly across 2 years. Structural equation modeling revealed that caregiving predicted generative concern 1 year later but generative concern did not predict later caregiving. These results suggest that caregiving in close friendships plays an important role in the development of adolescents’ motivation to contribute to future generations. 相似文献
7.
Rutger C. M. E. Engels Catrin Finkenauer Dyana C. van Kooten 《Journal of youth and adolescence》2006,35(6):949-958
Communication between children and parents has been the subject of several studies, examining the effects of, for example, disclosure and secrecy on adolescents’ social relationships and adjustment. Less attention has paid to adolescent deception. We developed and tested a new instrument on lying behavior in a sample of 671 parent-adolescent couples. Analyses on the psychometric properties showed that this instrument had one principal component, and high internal consistency, item-total correlations and inter-item correlations. Lying was moderately associated with other indicators of parent-child communication, the quality of the parent-child relationship, and with parenting practices. In addition, frequent lying was moderately related to behavioral problems and emotional problems.full professor at the Radboud University Nijmegen. He received his Ph.D. in 1998 from the University of Maastricht. His major research interest is the study of social influence processes, personality characteristics and development of smoking, drinking and drug use in adolescents and young adults.Associate Professor at the Free University of Amsterdam. She received her Ph.D. in 1998 from the University of Louvain, at Louvain-la-Neuve. Her major research interests are interpersonal relationships, social prediction, secrecy and disclosure, and affective forecasting for self and others.working as a developmental psychologist. She received her MA in 2001 from the University of Leiden. 相似文献
8.
9.
10.
The first aim of this study was to examine the structure of externalizing and internalizing problem behavior during early
adolescence. Our second aim was to determine the stability of these problems for boys and for girls over time. A total of
650, 13–14-year-olds filled out (an expanded version of) the Youth Self-Report [YSR; Manual for the Youth Self-Report and 1991 Profile. Department of Psychiatry, University of Vermont, Burlington] 2 times with a 1-year interval. By using confirmatory factor
analyses (CFA) to test a series of competing models, a hierarchical model provided the best representation of the structure
of problem behavior at both Time 1 and Time 2: externalizing and internalizing problem behavior represent distinct aspects
but the model also demonstrates the existence of comorbidity at a higher level. This model appeared to be stable over time
for both boys and girls. The relative stability of problem behavior was found to be high for boys and girls. Absolute stability
for both externalizing and internalizing problems appeared to be higher for boys scoring in the lower range of problem behavior.
Senior Researcher, Utrecht University, The Netherlands. Received PhD in social sciences, University of Amsterdam. Major research
interests include problem behavior, family relations, and peer relations during adolescence.
Full Professor, Utrecht University, The Netherlands. Received PhD in social sciences: child and family studies, from University
of Nijmegen. Major research interests include adolescent social development, problem behavior, and family relations during
adolescence.
Assistant Professor, University of Amsterdam, The Netherlands. Received PhD in psychology, University of Amsterdam. Major
research interests include family influence on childhood illness and problem behavior. 相似文献
11.
Same-sex Versus Other-sex Best Friendship in Early Adolescence: Longitudinal Predictors of Antisocial Behavior Throughout Adolescence 总被引:1,自引:0,他引:1
This study examines the relationship between having other-sex versus same-sex best friends and antisocial behavior throughout
early adolescence. Participants (N = 955) were recruited in 6th grade and followed longitudinally through 7th, 8th, and 11th grades. Participants were 58% ethnically
diverse youth and 48% girls. Results indicate that the frequency of other-sex best friendship remained stable from 6th to
7th grade but significantly increased from 8th to 11th grade. Higher rates of concurrent antisocial behavior were related
to having other-sex best friends in 6th grade but not in 7th grade. In 8th grade, there was an interaction between friendship
and the sex of friends. Boys with only same-sex best friends and girls with other-sex best friends endorsed higher rates of
antisocial behavior. Having other-sex best friends predicted antisocial behavior from 6th to 7th grade and 8th to 11th grade,
especially for girls. Implications for the development of early adolescent friendship and antisocial behavior are discussed.
相似文献
Elizabeth A. Stormshak (Corresponding author)Email: |
12.
13.
14.
Simona C. S. Caravita Jelle J. Sijtsema J. Ashwin Rambaran Gianluca Gini 《Journal of youth and adolescence》2014,43(2):193-207
Moral disengagement processes are cognitive self-justification processes of transgressive actions that have been hypothesized to be learned and socialized within social contexts. The current study aimed at investigating socialization of moral disengagement by friends in two developmentally different age groups, namely late childhood (age: 9–10 years; n = 133, 42.9 % girls) and early adolescence (age: 11–14 years; n = 236, 40.6 % girls) over a 1-year period. Specifically, the current study examined whether similarity in moral disengagement between friends was the result of friends’ influence or friend selection. Moreover, gender (42 % girls), individual bullying behavior, and perceived popularity status were examined as potential moderators of socialization for moral disengagement within friendship networks. Self-report measures were used to assess moral disengagement, sociometric questions and a peer-nomination scale for friendship networks and bullying behavior, respectively. Longitudinal social network analysis (RSiena) was used to study change of moral disengagement in friendship networks during a 1-year interval. In early adolescence, friends were more likely to be similar to each other over time and this was explained only by influence processes and not by selection processes. Gender, bullying, and perceived popularity did not moderate the friends’ influence on moral disengagement over time. Results indicate that self-justification processes change over time already in late childhood, but only in early adolescence this change is likely to be dependent upon peers’ moral disengagement. 相似文献
15.
16.
North Elizabeth A. Ryan Allison M. Cortina Kai Brass Nicole R. 《Journal of youth and adolescence》2019,48(3):597-608
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... 相似文献
17.
Spirituality/religiosity is hypothesized to promote positive adjustment among adolescents. The goals of this study were to assess the unique and joint associations between two dimensions of spirituality/religiosity—institutional and personal—and a range of domains of psychosocial adjustment (intrapersonal well-being, quality of parent–child relationship, substance use, and academic orientation) and to evaluate the direction of effects in these associations. Participants included 803 predominately Canadian-born adolescents (53 % female) from Ontario, Canada, who completed a survey in grade 11 and grade 12. At the concurrent level, higher personal spirituality/religiosity consistently and uniquely predicted more positive adjustment in terms of well-being, parental relationship, and academic orientation. Higher institutional spirituality/religiosity uniquely and consistently predicted lower substance use, particularly when personal spirituality/religiosity also was high. With regard to the direction of effects (i.e., longitudinal associations), institutional spirituality/religiosity predicted lower future substance use. The results imply that the personal and institutional dimensions of spirituality/religiosity may be associated differentially with psychosocial adjustment, and it may be only in the domain of substance use that spirituality/religiosity predicts change in behavior over time. 相似文献
18.
19.
Kaynak Övgü Whipple Christopher R. Kliewer Wendy L. Lepore Stephen J. 《Journal of youth and adolescence》2021,50(6):1254-1267
Journal of Youth and Adolescence - While sleep problems are positively associated with both peer victimization and substance use, previous studies largely have ignored the indirect role sleep... 相似文献
20.
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