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1.
Anthony L. Burrow Amanda C. O’Dell Patrick L. Hill 《Journal of youth and adolescence》2010,39(11):1265-1273
While having a purpose in life has been theorized as a developmental asset, the extent to which adolescents cultivate a meaningful
sense of direction is not well understood. In the present study, cluster analysis was used to classify adolescents by levels
of purpose exploration and commitment. The sample (N = 318; 55% female) consisted of youth aged 14–18 and was predominantly White/non-Hispanic (76.3%). Results supported four
meaningful yet distinguishable profiles of youth purpose that are largely consistent with theories on identity formation:
Achieved, Foreclosed, Uncommitted, and Diffused. Hypothesized linkages with affect and hope were established across the profiles
such that positive emotions and goal-directed thinking were most apparent among Achieved and Foreclosed youth and least apparent
among Diffused and Uncommitted youth. Overall, findings demonstrate the inherent complexity in adolescents’ engagement with
purpose and suggest a correspondence between stronger commitments to purpose and youths’ sense of personal agency and well-being. 相似文献
2.
Andria B. Eisman Sarah A. Stoddard José A. Bauermeister Cleopatra H. Caldwell Marc A. Zimmerman 《Journal of youth and adolescence》2016,45(1):225-238
Organized activity participation provides important opportunities for adolescents to develop assets and resources related to positive youth development. Predisposing factors, in addition to sociodemographics and self-selection factors, may influence how youth participate over time. In this study, we used growth mixture modeling with longitudinal data from African American adolescents attending urban high schools in Flint, MI to identify subgroups of participation trajectories (Wave 1 N = 681, mean age at Wave 1 = 14.86 years, 51 % female). We measured activity participation using psychological and behavioral engagement across multiple contexts over the 4 years of high school. We examined how predisposing risk and promotive factors were related to these trajectories, accounting for sociodemographic and self-selection factors. The results indicated three participation trajectories: a low group decreasing over time (74 %), a moderate, consistent participation group (21 %) and a moderate, increasing group (5 %). More substance use was associated with lower odds of being in the moderate/consistent versus low/decreasing participation group. More parental support was associated with lower odds of being in the moderate/increasing versus the moderate/consistent group. Our results suggest that addressing predisposing factors such as substance use may help facilitate participation over time. 相似文献
3.
Adolescents’ Reports of Parental Engagement and Academic Achievement in Immigrant Families 总被引:1,自引:0,他引:1
Scott W. Plunkett Andrew O. Behnke Tovah Sands Brian Y. Choi 《Journal of youth and adolescence》2009,38(2):257-268
The purpose of this study was to add to the understanding of the effects of perceived parental engagement on adolescents’
academic achievement in immigrant families. Self-report data were collected from 1,245 adolescents in immigrant families from
four high schools in Los Angeles County. The sample characteristics follow: 13–16 years old (M = 14.5); 58.9% female, 41.1% male; 57.5% Latino; 40.6% 1st generation youth (i.e., foreign born), 59.4% 2nd generation youth.
After controlling for parental educational attainment, parental engagement variables were indirectly related to grades through
youths’ academic engagement. Multigroup SEM indicated some differences between genders, generational statuses, and ethnicities
(Latinos versus others). Adolescents’ perceptions of monitoring by mothers and fathers were indirectly related to grades through
academic engagement. Perceived educational advice by mothers was indirectly related to grades through academic engagement
for non-Latinos, boys, and 2nd generation youth. Perceived mothers’ schoolwork help was positively related to adolescents’
academic engagement in all the models (except 2nd generation youth), yet fathers’ schoolwork help was significant only for
girls and 2nd generation youth.
相似文献
Brian Y. ChoiEmail: |
4.
Cheryl A. King David C. R. Kerr Michael N. Passarelli Cynthia Ewell Foster Christopher R. Merchant 《Journal of youth and adolescence》2010,39(3):219-232
This longitudinal study of recently hospitalized suicidal youth examined parental mental health history in addition to several
indices of adolescent functioning as risk factors for time-to-suicide attempt over a 1-year period. Participants were 352
adolescents (253 girls, 99 boys; ages 13–17 years) who participated in self-report and interview assessments within 1 week
of hospitalization and 6 weeks, 3, 6, and 12 months post-hospitalization. Multivariable proportional hazards regression modeled
time-to-suicide attempt. Results indicate that adolescents were almost twice as likely to make a suicide attempt if they had
at least one biological parent with mental health problems. Risk was also increased for adolescents with baseline histories
of multiple previous suicide attempts, more severe suicidal ideation and more severe functional impairment. Findings suggest
the need to consider the family system when intervening with suicidal youth. 相似文献
5.
A Longitudinal Study of the Simultaneous Influence of Mothers’ and Teachers’ Educational Expectations on Low-income Youth’s Academic Achievement 总被引:1,自引:0,他引:1
Rashmita S. Mistry Elizabeth S. White Aprile D. Benner Virginia W. Huynh 《Journal of youth and adolescence》2009,38(6):826-838
This short-term longitudinal study investigated the simultaneous influences of adults’ (mothers and teachers) educational
expectations and youth’s achievement (standardized test scores and teachers’ ratings of academic performance) across a 3-year
time span on youth’s performance in school (GPA). Participants were an ethnically diverse sample of 426 low-income urban youth,
ages 6 through 16 at T1. Results from cross-lagged and autoregressive path analyses indicated stability in adults’ expectations
and youth’s standardized test scores; cross-lagged influences of teachers’, but not mothers’, expectations across time; and
effects of youth’s achievement outcomes on adults’ expectations at T2, but not vice versa. Overall, the pattern of findings
demonstrate that adults’ educational expectations are dynamic and responsive to how youth are faring in school and to changes
in academic performance across time.
相似文献
Rashmita S. MistryEmail: |
6.
The purpose of the present study was to examine relations between adolescents’ social cognitions regarding parenting practices
and adolescents’ prosocial behavioral tendencies. A mediation model was tested whereby the degree to which adolescents perceived
their parents as responding appropriately to their prosocial and antisocial behaviors was hypothesized to predict adolescents’
tendencies toward prosocial behavior indirectly by way of adolescents’ prosocial values. Adolescents (N = 140; M age = 16.76 years, SD = .80; 64% girls; 91% European Americans) completed measures of prosocial values and of the appropriateness
with which they expected their parents to react to their prosocial and antisocial behaviors. In addition, teachers and parents
rated the adolescents’ tendencies for prosocial behaviors. A structural equation model test showed that the degree to which
adolescents expected their parents to respond appropriately to their prosocial behaviors was related positively to their prosocial
values, which in turn was positively associated with their tendencies to engage in prosocial behaviors (as reported by parents
and teachers). The findings provide evidence for the central role of adolescents’ evaluations and expectancies of parental
behaviors and of the role of values in predicting prosocial tendencies. Discussion focuses on the implications for moral socialization
theories and on the practical implications of these findings in understanding adolescents’ prosocial development. 相似文献
7.
Erin N. Schoenfelder Irwin N. Sandler Sharlene Wolchik David MacKinnon 《Journal of youth and adolescence》2011,40(1):85-96
Fear of abandonment has been found to be associated with mental health problems for youth who have experienced a parent’s
death. This article examines how youth’s fears of abandonment following the death of a parent lead to later depressive symptoms
by influencing relationships with caregivers, peers, and romantic partners. Participants were 109 youth ages 7–16 (50% male),
assessed 4 times over a 6-year period. The ethnic composition of the sample was non-Hispanic Caucasian (67%), Hispanic (16%),
African American (7%), Native American (3%), Asian (1%), and Other (6%). Youth’s fears of abandonment by their surviving caregiver
during the first year of data collection were related to their anxiety in romantic relationships 6 years later, which, in
turn, was associated with depressive symptoms measured at 6 years. Youth’s caregiver, peer, and romantic relationships at
the 6-year follow-up were related to their concurrent depressive symptoms. The relationship between youth’s attachment to
their surviving caregiver and their depressive symptoms was stronger for younger participants. Implications of these findings
for understanding the development of mental health problems following parental bereavement are discussed. 相似文献
8.
Estrada-Martínez LM Padilla MB Caldwell CH Schulz AJ 《Journal of youth and adolescence》2011,40(8):1039-1051
Existing research rarely considers important ethnic subgroup variations in violent behaviors among Latino youth. Thus, their
risk for severe violent behaviors is not well understood in light of the immense ethnic and generational diversity of the
Latino population in the United States. Grounded in social control theory and cultural analyses of familism, we examine differences in the risk for severe youth violence, as well its associations with family cohesion, parental engagement,
adolescent autonomy, household composition, and immigrant generation among Mexican (n = 1,594), Puerto Rican (n = 586), Cuban
(n = 488), and non-Latino Black (n = 4,053), and White (n = 9,921) adolescents with data from the National Longitudinal Study
of Adolescent Health. Results indicate a gradient of risk; White youth had the lowest risk for severe violence and Puerto
Rican youth had the highest risk compared to all other racial/ethnic subgroups. Within-group analysis indicates that family
factors are not universally protective or risk-inducing. While family cohesion decreased the risk of severe violence among
all groups, parental engagement was associated with increased risk among Blacks and Whites, and adolescent autonomy was associated
with increased risk among Puerto Ricans and Cubans. In addition, Cuban and White adolescents who lived in single parent households
or who did not live with their parents, had higher risk for severe violent behaviors than their counterparts who lived in
two parent households. Among Latinos, the association of immigrant generation was in opposite directions among Mexicans and
Cubans. We conclude that family and immigration factors differentially influence risk for violence among Latino subgroups
and highlight the significance of examining subgroup differences and developing intervention strategies that are tailored
to the needs of each ethnic subgroup. 相似文献
9.
Implications of Out-of-School Activities for School Engagement in African American Adolescents 总被引:1,自引:0,他引:1
Aryn M. Dotterer Susan M. McHale Ann C. Crouter 《Journal of youth and adolescence》2007,36(4):391-401
The connection between out-of-school activities and school engagement was examined in 140, 6th through 9th grade African American
adolescents. Youth’s out-of-school activities were measured with a series of 7 nightly phone calls and focused on time in
structured (homework, academically-oriented, extracurricular/sports) and unstructured (watching television, hanging out with
peers) activities. School engagement was assessed during a home interview in terms of affective (school bonding), behavioral
(school grades), and cognitive (school self-esteem) dimensions. Regression analyses controlling for parents’ education and
youth grade in school showed that more time in extracurricular activities was associated with greater school self-esteem and
school bonding. In addition, more time spent on homework was associated with greater school bonding for boys. Conversely,
more time watching television was associated with lower school self-esteem and school bonding.
Aryn M. Dotterer is a postdoctoral scholar at the Frank Porter Graham Child Development Institute at the University of North
Carolina. She received her Ph.D. in Human Development and Family Studies from The Pennsylvania State University. Her major
research interests include the development of and changes in school engagement and academic achievement among ethnic minority
and low income youth from childhood through adolescence with an emphasis on parenting and family-school linkages.
Susan M. McHale is a Professor of Human Development and Family Studies at The Pennsylvania State University. She received
her Ph.D. in Developmental Psychology from The University of North Carolina at Chapel Hill. Her major research interests focus
on children’s and adolescents’ family roles, relationships and activities with a particular emphasis on gendered family dynamics
and youth’s sibling relationship experiences.
Ann C. Crouter is a Professor of Human Development and Family Studies at The Pennsylvania State University. She received her
Ph.D. in Human Development and Family Studies from Cornell University. Her major research interests focus on the implications
of parents’ work situations for parents’ and children’s health, psychological development, and family relationships. 相似文献
10.
Joseph G. Kosciw Emily A. Greytak Elizabeth M. Diaz 《Journal of youth and adolescence》2009,38(7):976-988
This study examines how locational (region and locale), community-level (school district poverty and adult educational attainment),
and school district-level (district size and ratios of students to key school personnel) variables are related to indicators
of hostile school climate for lesbian, gay, bisexual, and transgender (LGBT) youth. Indicators of hostile climate included
frequency of homophobic remarks and victimization regarding sexual orientation and gender expression. We used data from a
national survey of LGBT secondary school students (N = 5,420; 57.6% female; 65.5% White; mean age = 15.9). Results from regression analyses demonstrated that LGBT youth in rural
communities and communities with lower adult educational attainment may face particularly hostile school climates. School
district characteristics contributed little to the variation in LGBT youth’s experiences. Findings highlight the importance
of considering the multiple contexts that LGBT youth inhabit, particularly as they pertain to educational experiences. 相似文献
11.
Brian P. Daly Richard Q. Shin Charu Thakral Michael Selders Elizabeth Vera 《Journal of youth and adolescence》2009,38(1):63-74
In this study we examined the effects of risk factors (perceived neighborhood crime/delinquency problems, neighborhood incivilities)
and protective factors (teacher support, family support, peer support) on the school engagement of 123 urban adolescents of
color. Age and gender were also examined to determine if different ages (younger or older) or genders (male or female) significantly
modified the relationship between the risk factors and school engagement. Results indicated that perceived neighborhood incivilities
was uniquely predictive of school engagement. Contrary to hypotheses, different levels of the perceived social support variables
did not modify the effects of risky neighborhood conditions on adolescent’s perceived school engagement. Age, but not gender,
significantly modified the relationship between perceived family social support and perceived neighborhood crime on adolescents’
reported levels of school engagement. The implications of the results for prevention and intervention programs that address
school engagement among early adolescents of color are considered.
相似文献
Brian P. DalyEmail: |
12.
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
13.
Susan M. McHale Kimberly A. Updegraff Ji-Yeon Kim Emily Cansler 《Journal of youth and adolescence》2009,38(5):627-641
The links between youth’s daily activities and adjustment and the role of cultural practices and values in these links were
studied in 469 youth from 237 Mexican American families. In home interviews, data on mothers’, fathers’, and two adolescent-age
siblings’ cultural practices (language use, social contacts) and values (for familism, for education achievement) were collected,
along with data on youth risky behavior and depressive symptoms. In 7 nightly phone calls, youth reported on their day’s free
time activities (i.e., sports, academics, religious activities, television viewing, and hanging out). Analyses revealed that
youth who spent more time in unsupervised hanging out reported more depressive symptoms and risky behavior, and those who
spent more time in academic activities reported less risky behavior. Results also indicated that more Anglo-oriented youth
spent more time in sports, that more Mexican-oriented youth spent more time watching television, that fathers’ familism values
were related to youth’s time in religious activities, and that parents’ educational values were linked to youth’s time in
academic activities. Some evidence indicated that parents’ cultural practices and values, particularly fathers’, moderated
the links between daily activities and youth adjustment.
相似文献
Emily CanslerEmail: |
14.
Muriel D. Van Doorn Susan J. T. Branje Wim H. J. Meeus 《Journal of youth and adolescence》2011,40(1):97-107
In this study, changes in three conflict resolution styles in parent–adolescent relationships were investigated: positive
problem solving, conflict engagement, and withdrawal. Questionnaires about these conflict resolution styles were completed
by 314 early adolescents (M = 13.3 years; 50.6% girls) and both parents for four consecutive years. Adolescents’ reported use of positive problem solving
increased with mothers, but did not change with fathers. Fathers reported an increase of positive problem solving with adolescents,
whereas mothers reported no change. Adolescents’ use of conflict engagement was found to temporarily increase with mothers,
but showed no change with fathers. Mothers and fathers reported a decrease in conflict engagement with adolescents. Adolescents’
use of withdrawal with parents increased, although this increase was temporarily with mothers. Mothers reported no change
in withdrawal, whereas fathers’ use of withdrawal increased. Generally, we found that both adolescents and their parents changed
in their use of conflict resolution from early to middle adolescence. These results show that conflict resolution in parent–adolescent
relationships gradually change in favor of a more horizontal relationship. 相似文献
15.
Understanding adolescents’ use of ethnic labels is a key developmental issue, particularly given the practical significance
of identity and self-definition in adolescents’ lives. Ethnic labeling was examined among adolescents in the traditional immigrant
receiving area of Los Angeles (Asian n = 258, Latino n = 279) and the non-traditional immigrant receiving area of North Carolina (Asian n = 165, Latino n = 239). Logistic regressions showed that adolescents from different geographic settings use different ethnic labels, with
youth from NC preferring heritage and panethnic labels and youth from LA preferring hyphenated American labels. Second generation
youth were more likely than first generation youth to use hyphenated American labels, and less likely to use heritage or panethnic
labels. Greater ethnic centrality increased the odds of heritage label use, and greater English proficiency increased the
odds of heritage-American label use. These associations significantly mediated the initial effects of setting. Further results
examine ethnic differences as well as links between labels and self-esteem. The discussion highlights implications of ethnic
labeling and context. 相似文献
16.
Hilary F. Byrnes Meng-Jinn Chen Brenda A. Miller Eugene Maguin 《Journal of youth and adolescence》2007,36(5):649-659
Prior studies have examined the influence of neighborhood perceptions on youth outcomes, but few studies have examined whose
report of neighborhoods, parents’ or youths,’ are most important in predicting youth outcomes. This study addresses the relative
associations of youths’ and mothers’ neighborhood perceptions with youth alcohol use and delinquency. The sample includes
499 mother-child dyads (youth age: 10 to 16 [mean=13.3; SD=2]). Structural equation modeling showed that youths’ perceived neighborhood problems were significantly associated with
their delinquency but not their alcohol use. However, mothers’ perceived neighborhood problems were not related to either
youth alcohol use or delinquency, suggesting that youths’ perceptions are better indicators of youth behavior. Youth reports
may reflect their activities in the neighborhood and their exposure to different forms of deviance, so youths’ reports would
be better indicators of exposure to neighborhood risk. Challenges for prevention are discussed.
NIAAA Postdoctoral Fellow and Associate Research Scientist at
the School of Public Health, University of California, Berkeley,
and the Prevention Research Center, Pacific Institute for Research
and Evaluation, Berkeley, CA. Her research interests include
psychosocial and environmental factors influencing youth
problem behaviors.
Interests are interventions for children with substance use or externalizing problems and their families.
She is currently conducting alcohol, drug and other risky behavior prevention studies that include a focus on young adults
in club settings as well as a variety of different family-based studies in different geographic regions (San Francisco Bay
Area, Alaska, Thailand).
Her work integrates both quantitative and qualitative research methods and centers on alcohol and other drug use, and related
health issues among adolescents and young adults. She is especially interested in applying theoretical models of socially
learned behaviors to populations with different cultural and social backgrounds 相似文献
17.
Esther S. Chang Jutta Heckhausen Ellen Greenberger Chuansheng Chen 《Journal of youth and adolescence》2010,39(11):1293-1304
This study proposed and confirmed three ways in which college students can perceive shared agency and two ways in which they can perceive non-shared agency with parents when pursuing educational goals in college. Differences and similarities were examined among participants
from four ethnic backgrounds (N = 515; 67% female): East Asian American, Southeast Asian American, Filipino/Pacific Islander American, and European American.
Results indicated that Asian American youth reported higher levels of non-shared agency with parents (i.e., parental directing
and noninvolvement), lower levels of shared agency (i.e., parental accommodation, support, or collaboration), and poorer college
adjustment compared to European Americans. However, ethnic similarities were found whereby perceived shared agency in education
with parents was associated with college adjustment. Multiple mediation analyses also indicated that our model of shared and
non-shared agency with parents explained differences in college adjustment between Asian and European Americans, though more
strongly for comparisons between European and East Asian Americans. Our results suggest that parents continue to be important
in the education of older youth but that continued directing of youth’s education in college can be maladaptive. 相似文献
18.
School Climate for Transgender Youth: A Mixed Method Investigation of Student Experiences and School Responses 总被引:2,自引:0,他引:2
Jenifer K. McGuire Charles R. Anderson Russell B. Toomey Stephen T. Russell 《Journal of youth and adolescence》2010,39(10):1175-1188
Transgender youth experience negative school environments and may not benefit directly from interventions defined to support
Lesbian, Gay and Bisexual (LGB) youth. This study utilized a multi-method approach to consider the issues that transgender
students encounter in school environments. Using data from two studies, survey data (total n = 2260, 68 transgender youth) from study 1 and focus groups (n = 35) from study 2, we examine transgender youth’s experience of school harassment, school strategies implemented to reduce
harassment, the protective role of supportive school personnel, and individual responses to harassment, including dropping
out and changing schools. In both studies, we found that school harassment due to transgender identity was pervasive, and
this harassment was negatively associated with feelings of safety. When schools took action to reduce harassment, students
reported greater connections to school personnel. Those connections were associated with greater feelings of safety. The indirect
effects of school strategies to reduce harassment on feelings of safety through connection to adults were also significant.
Focus group data illuminate specific processes schools can engage in to benefit youth, and how the youth experience those
interventions. 相似文献
19.
Lisa L. Liu Aprile D. Benner Anna S. Lau Su Yeong Kim 《Journal of youth and adolescence》2009,38(4):572-586
This study examined the role of adolescents’ and mothers’ self-reports of English and heritage language proficiency in youth’s
academic and emotional adjustment among 444 Chinese American families. Adolescents who were proficient in English tended to
exhibit higher reading achievement scores, math achievement scores, and overall GPA. Mothers who were English proficient tended
to have children with higher academic achievement and fewer depressive symptoms. Results also indicated that adolescents’
heritage language maintenance was associated with positive adjustment, particularly amongst foreign-born youth and for youth
whose parents were highly proficient in the heritage language. Mother-adolescent match in heritage language proficiency was
related to higher math achievement scores and overall GPA. Additionally, higher heritage language proficiency was associated
with fewer depressive symptoms for foreign-born but not U.S.-born youth. Overall, the findings suggest that proficiency in
both the English and heritage language may confer advantages to Chinese American youth.
Lisa L. Liu is a doctoral student in the Clinical Psychology Program at the University of California, Los Angeles, where she received her Masters in Clinical Psychology. Her research interests focus on the mental health of immigrant and minority families, including the role of parenting practices, parent–child relations, and socio-cultural factors on youth adjustment. Aprile D. Benner is a postdoctoral fellow at the Population Research Center at the University of Texas at Austin. She received her Ph.D. in Education at the University of California, Los Angeles. Her research interests center on adolescent development of low-income and minority youth, specifically investigating how adolescents navigate transition experiences in the early life course and how social contexts influence development. Anna S. Lau is an Assistant Professor in the Department of Psychology at the University of California, Los Angeles where she also received her Ph.D. in Clinical Psychology. A major objective of her research is to enhance the effectiveness of psychosocial interventions for ethnic minority families and children at risk of parenting and child behavior problems. She has authored over 30 articles in the fields of children’s mental health services, child maltreatment, and minority family adjustment. Su Yeong Kim is an Assistant Professor in the School of Human Ecology, Department of Human Development and Family Sciences at the University of Texas at Austin. She received her Ph.D. in Human Development from the University of California, Davis. Her research interests include the role of cultural and family contexts that shape the development of adolescents in immigrant and minority families in the U.S. 相似文献
Lisa L. LiuEmail: |
Lisa L. Liu is a doctoral student in the Clinical Psychology Program at the University of California, Los Angeles, where she received her Masters in Clinical Psychology. Her research interests focus on the mental health of immigrant and minority families, including the role of parenting practices, parent–child relations, and socio-cultural factors on youth adjustment. Aprile D. Benner is a postdoctoral fellow at the Population Research Center at the University of Texas at Austin. She received her Ph.D. in Education at the University of California, Los Angeles. Her research interests center on adolescent development of low-income and minority youth, specifically investigating how adolescents navigate transition experiences in the early life course and how social contexts influence development. Anna S. Lau is an Assistant Professor in the Department of Psychology at the University of California, Los Angeles where she also received her Ph.D. in Clinical Psychology. A major objective of her research is to enhance the effectiveness of psychosocial interventions for ethnic minority families and children at risk of parenting and child behavior problems. She has authored over 30 articles in the fields of children’s mental health services, child maltreatment, and minority family adjustment. Su Yeong Kim is an Assistant Professor in the School of Human Ecology, Department of Human Development and Family Sciences at the University of Texas at Austin. She received her Ph.D. in Human Development from the University of California, Davis. Her research interests include the role of cultural and family contexts that shape the development of adolescents in immigrant and minority families in the U.S. 相似文献
20.
Maria Medvedeva 《Journal of youth and adolescence》2010,39(8):940-952
This study examines the relationship between perceived discrimination and self-reported proficiency in English and non-English
languages among adolescent children of immigrants. Data from the Children of Immigrants Longitudinal Study was used. The average
age of participants was 17.2 years; 1,494 were females and 1,332 were males. Among 2,826 participants, 61% reported Latin
American and Caribbean national origin and 39% reported Asian national origin. Findings from probit regression analysis showed
that adolescents who felt discriminated against by school peers were more likely to report speaking and reading English less
than “very well”. On the other hand, adolescents who felt discriminated against by teachers and counselors at school or reported
perceived societal discrimination were more likely to report speaking and reading English “very well.” The results suggest
youth’s English, as opposed to non-English language, as the primary venue in which perceived discrimination influences youth’s
linguistic adaptation. The findings further indicate that the direction and possible mechanisms of this influence vary depending
on the source of perceived discrimination. 相似文献