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1.
Fumiko Kakihara Lauree Tilton-Weaver Margaret Kerr Håkan Stattin 《Journal of youth and adolescence》2010,39(12):1442-1456
Recent research suggests that youths interpret parental control and that this may have implications for how control affects
youths’ adjustment. In this study, we propose that youths’ feelings about being over-controlled by parents and feeling connected
to parents are intermediary processes linking parental control and youths’ adjustment. We used three years of longitudinal
data sampled from 1,022 Swedish youths in 7th, 8th, and 9th grade (47.3% girls; 12–17 years old, M age = 14.28 years, SD = .98) who were mainly Swedish in ethnic origin. We tested models linking parental control (i.e., rules,
restriction of freedom, and coldness-rejection) to adjustment (i.e., norm-breaking, depressive symptoms, and self-esteem)
through youths feeling over-controlled by and connected to parents. The overall model incorporating youths’ feelings showed
that restrictions and coldness-rejection were both indirectly linked to increases in norm-breaking and depressive symptoms
through increases in youths feeling over-controlled. Parental rules still independently predicted decreases in norm-breaking
and in self-esteem, and coldness-rejection predicted increases in norm-breaking. In addition, some paths (e.g., feeling over-controlled
to self-esteem) depended on the youths’ age, whereas others depended on their gender. These results suggest that when youths’
feelings are taken into account, all behavioral control is not the same, and the line between behavioral control and psychological
control is blurred. We conclude that it is important to consider youths’ feelings of being controlled and suggest that future
research focus more on exploring this idea. 相似文献
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The neighborhood context can interfere with parents’ abilities to effectively monitor their children, but may be related to
specific monitoring strategies in different ways. The present study examines the importance of mothers’ perceptions of neighborhood
disorganization for the specific monitoring strategies they use and how each of these strategies are related to youths’ alcohol
use and delinquency. The sample consists of 415 mother–child dyads recruited from urban and suburban communities in Western
New York state. Youths were between 10 and 16 years of age (56% female), and were mostly Non-Hispanic White and African American
(45.3 and 36.5%, respectively). Structural equation modeling shows that mothers who perceive greater neighborhood problems
use more rule-setting strategies, but report lower levels of knowledge of their children’s whereabouts. Knowledge of whereabouts
is related to less youth alcohol use and delinquency through its association with lowered peer substance use, whereas rule-setting
is unrelated to these outcomes. Thus, mothers who perceive greater problems in their neighborhoods use less effective monitoring
strategies. Prevention programs could address parental monitoring needs based upon neighborhood differences, tailoring programs
for different neighborhoods. Further, parents could be apprised of the limitations of rule-setting, particularly in the absence
of monitoring their child’s whereabouts. 相似文献
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Laninga-Wijnen Lydia van den Berg Yvonne H. M. Mainhard Tim Cillessen Antonius H. N. 《Journal of youth and adolescence》2021,50(8):1582-1600
Journal of Youth and Adolescence - Although prior research has indicated that peer norms for aggression enhance the spread of aggression in classrooms, it is unclear to date how these norms relate... 相似文献
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Most studies that explore parental knowledge of youths’ activities utilize parents’ and youths’ reports separately. Using
a sample of 938 rural early adolescents (53% female; 84% White), we explore congruence between mothers’ and youths’ perceptions
of maternal knowledge and its association with youth problem behaviors (delinquency, substance use, and attitudes towards
substances). Maternal overestimation of knowledge (compared to youths’ ratings) was positively associated with delinquency
and negatively associated with healthy drug attitudes. Significant differences in problem behaviors were found between four
groups created based on mothers’ and youths’ level of knowledge (High Youth and Mother, High Youth/Low Mother, Low Youth/High
Mother, and Low Youth and Mother). The High Youth and Mother group demonstrated less substance use and healthier drug attitudes
than the Low Youth and Mother group. The Low Youth/High Mother group had significantly higher levels of substance use and
delinquency than the High Youth and Mother group. Intervention implications are discussed. 相似文献
5.
This paper reports on the relationship between early adolescents’ evaluation of the availability of instructional and social support from parents, teachers, and peers and their well-being. The main questions are whether indigenous and immigrant youngsters differ in their evaluation of the availability of support and whether the relationship varies by group. Participants in the study were 245 Dutch and 172 Turkish/Moroccan 10- to 13-year olds with a lower class background. Both Dutch and immigrant youngsters clearly distinguish between the various agents of support. Dutch youngsters report more instructional support from their parents than from their teacher, whereas immigrant youngsters report more instructional support from their teacher. Both for Dutch and immigrant students, parents were seen as the primary providers of emotional support. Reported well-being in the classroom was related to available teacher support and to the frequency of occurrence of learning-related problems.Paul Vedder is an associate professor trained in developmental psychology. He received his PhD in 1985 from Groningen University, in the Netherlands. His main research interest is with self regulated learning, social competence, cooperative learning, and interethnic relationshipsMonique Boekaerts is a full professor trained as an educational psychologist. She received her PhD in 1978 from Tilburg University in the Netherlands. Her field of expertise is self regulated learning, motivation and emotions.Gerard Seegers is an assistant professor working in the field of self regulated learning, mathematics and ICT. He received his PhD in 1985 from Nijmegen University in the Netherlands. All authors are working at the Center for the Study of Education and Instruction at Leiden University in the Netherlands. 相似文献
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Aprile D. Benner Alaina E. Boyle Farin Bakhtiari 《Journal of youth and adolescence》2017,46(10):2129-2142
The transition to high school is disruptive for many adolescents, yet little is known about the supportive relational processes that might attenuate the challenges students face as they move from middle to high school, particularly for students from more diverse backgrounds. Identifying potential buffers that protect youth across this critical educational transition is important for informing more effective support services for youth. In this study, we investigated how personal characteristics (gender, nativity, parent education level) and changes in support from family, friends, and school influenced changes in socioemotional adjustment and academic outcomes across the transition from middle to high school. The data were drawn from 252 students (50% females, 85% Latina/o). The results revealed declines in students’ grades and increases in depressive symptoms and feelings of loneliness across the high school transition, with key variation by student nativity and gender. Additionally, stable/increasing friend support and school belonging were both linked to less socioemotional disruptions as students moved from middle to high school. Increasing/stable school belonging was also linked to increases in school engagement across the high school transition. These findings suggest that when high school transitions disrupt supportive relationships with important others in adolescents’ lives, adolescents’ socioemotional well-being and, to a lesser extent, their academic engagement are also compromised. Thus, in designing transition support activities, particularly for schools serving more low-income and race/ethnic minority youth, such efforts should strive to acclimate new high school students by providing inclusive, caring environments and positive connections with educators and peers. 相似文献
8.
There is a dearth of literature that examines rural youths’ school transition and adaptation over the middle and high school
years. Given rural education challenges, this study examines rural youths’ developmental trajectories of self-reported grades
and affective and behavioral educational outcomes (i.e., school belonging, value of education, school misbehavior, and extracurricular
activity participation). The cohort-sequential study consisted of 3,312 African American and White youth (50% female) who
were surveyed over three and a half years, including the transition to high school. The results reveal significant changes
in the outcomes from sixth to twelfth grade. For example, on average, school misbehavior increased over time while perceived
school belonging decreased over time. Gender and race differences emerged; African American youth reported placing higher
importance on education and less participation in school activities than White youth. The discussion focuses on the importance
of examining rural adolescents’ educational pathways during the high school transition. 相似文献
9.
Rebecca M. B. White Katharine H. Zeiders George P. Knight Mark W. Roosa Jenn-Yun Tein 《Journal of youth and adolescence》2014,43(10):1700-1714
Developmentally salient research on perceived peer discrimination among minority youths is limited. Little is known about trajectories of perceived peer discrimination across the developmental period ranging from middle childhood to adolescence. Ethically concentrated neighborhoods are hypothesized to protect minority youths from discrimination, but strong empirical tests are lacking. The first aim of the current study was to estimate trajectories of perceived peer discrimination from middle childhood to adolescence, as youths transitioned from elementary to middle and to high school. The second aim was to examine the relationship between neighborhood ethnic concentration and perceived peer discrimination over time. Using a diverse sample of 749 Mexican origin youths (48.9 % female), a series of growth models revealed that youths born in Mexico, relative to those born in the U.S., perceived higher discrimination in the 5th grade and decreases across time. Youths who had higher averages on neighborhood ethnic concentration (across the developmental period) experienced decreases in perceived peer discrimination over time; those that had lower average neighborhood ethnic concentration levels showed evidence of increasing trajectories. Further, when individuals experienced increases in their own neighborhood ethnic concentration levels (relative to their own cross-time averages), they reported lower levels of perceived peer discrimination. Neighborhood ethnic concentration findings were not explained by the concurrent changes youths were experiencing in school ethnic concentrations. The results support a culturally-informed developmental view of perceived peer discrimination that recognizes variability in co-ethnic neighborhood contexts. The results advance a view of ethnic enclaves as protective from mainstream threats. 相似文献
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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
12.
Michelle Kilpatrick Demaray Christine Kerres Malecki Sandra Yu Rueger Sarah E. Brown Kelly Hodgson Summers 《Journal of youth and adolescence》2009,38(1):13-28
The goal of this study was to investigate the relationship between the perceived frequency and perceived importance of social
support with youth’s self-concept. Data from a large representative sample of 921 children and adolescents in grades 3 through
12 were analyzed. Results indicated that the relationships between the frequency of social support from parents, teachers,
classmates, and close friends with self-concept were significant. However, only the perceived importance of social support
from teachers was significantly related to self-concept. Finally, an interaction was found between the frequency of social
support and the importance of social support from classmates and close friends on self-concept. These results suggest that
self-evaluations of the importance of teacher support may be especially influential for youths’ self-concept, and that the
ability to discount the value of support from classmates and friends, when it is lacking, may be protective to the self-concept
of children and adolescents.
相似文献
Michelle Kilpatrick DemarayEmail: |
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Empathy in children has received considerable attention in the literature, but limited research has investigated the contributions of various socializing factors on both affective (e.g., empathic concern) and cognitive (e.g., perspective taking) components of empathy in early adolescents. Guided by socialization theories, this study examined the unique and interacting contributions of school connectedness and parent-child conflict to subsequent levels of both components of empathy across a 1-year period of time. Participants were 487 10- to 14- year old middle school students (54?% female; 76?% European-American) involved in two waves of a study with 1?year between each wave. Hierarchical regression analyses indicated that, among girls, reports of parent-child conflict contributed to a decrease in empathic concern one year later, whereas school connectedness was a protective factor that offset the negative impact of parent-child conflict on girls' subsequent perspective taking. Alternatively, only boys' reports of school connectedness contributed to subsequent increases in both empathic concern and perspective taking 1?year later. Findings indicate that school connectedness and conflict with parents play different socializing roles for girls' and boys' empathic concern and perspective taking. The current study calls for further research and youth programs to consider the important contributions that socializing agents can make on both components of empathy for early adolescent girls and boys. 相似文献
15.
Doane Leah D. Breitenstein Reagan S. Beekman Charles Clifford Sierra Smith Trevor J. Lemery-Chalfant Kathryn 《Journal of youth and adolescence》2019,48(1):56-70
Journal of Youth and Adolescence - Despite identified concurrent socioeconomic disparities in children’s sleep, little research has examined pathways explaining such associations. This study... 相似文献
16.
Lauren D. Brumley Sara R. Jaffee Benjamin P. Brumley 《Journal of youth and adolescence》2017,46(1):1-14
Adverse childhood experiences and pessimistic future expectations about college attendance or mortality are established risk factors for problem behaviors among youth. Data were from the National Longitudinal Study of Adolescent to Adult Health (N?=?14,800; 49?% female). Participants were 11–17-years-old at baseline and 24–32-years-old at outcome. Adolescents’ college expectations and fatalistic expectations mediated the effect of childhood adversity on violent behavior in young adulthood. Neither college nor fatalistic expectations were significant mediators in models predicting substance use and nonviolent antisocial behaviors. Although observed mediational effect sizes were small, they survived models that included multiple controls designed to rule-out alternative explanations. Intervening on adversity-exposed adolescents’ college and fatalistic expectations may reduce risk for violent behaviors. 相似文献
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Muriel D. Van Doorn Susan J. T. Branje Joop J. Hox Wim H. J. Meeus 《Journal of youth and adolescence》2009,38(6):790-803
A daily diary method was used to examine the daily dynamics of adolescent conflict and perceived relationship satisfaction
with mothers, fathers, and best friends among a sample of 72 Dutch adolescents (M = 15.59 years). Multilevel analyses revealed that perceived relationship satisfaction with mothers, fathers, and best friends
was lower on days on which conflict occurred with mothers, fathers, and best friends than on days on which no conflict occurred.
More specifically, perceived relationship satisfaction was highest in a particular relationship on days when no conflict occurred,
second highest on days on which constructive conflict occurred, and lowest on days on which unconstructive conflict occurred.
Whereas in adolescents’ relationships with their parents, conflict and perceived relationship satisfaction were not found
to be related to each other one day later, conflict with their best friends—and especially unconstructive conflict—was found
to be related to higher perceived relationship satisfaction one day later.
相似文献
Muriel D. Van DoornEmail: |