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1.
A Closer Look at Peer Discrimination,Ethnic Identity,and Psychological Well-being Among Urban Chinese American Sixth Graders 总被引：3，自引：2，他引：1
Recent research suggests that although ethnic discrimination may have negative consequences for psychological well-being among
youth of Chinese descent as it does for other ethnic groups, ethnic identity beliefs may buffer against such effects. Data
for this study were drawn from the Early Adolescent Cohort Study, an investigation of contextual influences on the social,
emotional, and academic adjustment of youth in ethnically diverse New York City middle schools. The present study sample consists
of Chinese American (n = 84) and African American (n = 119) sixth graders. Results suggest that Chinese American youths’ own positive affect toward their ethnic group (private
regard) was positively associated with higher self-esteem. In addition, the more favorably Chinese American youth perceived
that others view their group (public regard), the fewer depressive symptoms they reported. In addition, among Chinese American
youth, more favorable public regard attenuated the negative relationship between peer ethnic discrimination and depressive
symptoms. The implications of these findings are discussed in light of the commonalities among ethnic and racial minority
groups’ experiences of discrimination as well as the unique challenges that Chinese American youth face.
Deborah Rivas-Drake is an Assistant Professor of Education at Brown University. She received her Ph.D. in Education and Psychology from the University of Michigan. Her major research interests include the development of ethnic identity in adolescence and its implications for academic and psychological well-being. Diane Hughes is an Associate Professor of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. Niobe Way is a Professor of Applied Psychology, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. 相似文献
| Deborah Rivas-DrakeEmail: |
Deborah Rivas-Drake is an Assistant Professor of Education at Brown University. She received her Ph.D. in Education and Psychology from the University of Michigan. Her major research interests include the development of ethnic identity in adolescence and its implications for academic and psychological well-being. Diane Hughes is an Associate Professor of Applied Psychology, Steinhardt School of Culture, Education, and Human Development, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. Niobe Way is a Professor of Applied Psychology, New York University. She is a co-Principal Investigator of the NYU Center for Research on Culture, Development, and Education. 相似文献
2.
Increasingly, researchers have found relationships between a strong, positive sense of racial identity and academic achievement
among African American youth. Less attention, however, has been given to the roles and functions of racial identity among
youth experiencing different social and economic contexts. Using hierarchical linear modeling, the authors examined the relationship
of racial identity to academic outcomes, taking into account neighborhood-level factors. The sample consisted of 564 African
American eighth-graders (56% male). The authors found that neighborhood characteristics and racial identity related positively
to academic outcomes, but that some relationships were different across neighborhood types. For instance, in neighborhoods
low in economic opportunity, high pride was associated with a higher GPA, but in more advantaged neighborhoods, high pride
was associated with a lower GPA. The authors discuss the need to take youth’s contexts into account in order to understand
how racial identity is active in the lives of African American youth.
Christy M. Byrd is a Ph.D. student in the Combined Program in Education and Psychology at the University of Michigan. Her research interests include how school and neighborhood contexts shape racial identity and personal development for children and adolescents. Tabbye M. Chavous is an Associate Professor in the School of Education and the Department of Psychology at the University of Michigan. Her primary academic affiliation is with the Combined Program in Education and Psychology. She received her Ph.D. in Community Psychology from the University of Virgina. Her research interests center around social, developmental, and contextual influences on the academic and psychological development of African American adolescents, with an emphasis on gender and racial identity development, school climate effects, and family socialization processes. 相似文献
| Tabbye M. Chavous (Corresponding author)Email: |
Christy M. Byrd is a Ph.D. student in the Combined Program in Education and Psychology at the University of Michigan. Her research interests include how school and neighborhood contexts shape racial identity and personal development for children and adolescents. Tabbye M. Chavous is an Associate Professor in the School of Education and the Department of Psychology at the University of Michigan. Her primary academic affiliation is with the Combined Program in Education and Psychology. She received her Ph.D. in Community Psychology from the University of Virgina. Her research interests center around social, developmental, and contextual influences on the academic and psychological development of African American adolescents, with an emphasis on gender and racial identity development, school climate effects, and family socialization processes. 相似文献
3.
This mixed-methods exploratory study examined the diverse content and situated context of White adolescents’ racial-ethnic
identities. The sample consisted of 781 9th–12th grade White adolescents from three New England schools, which varied in racial
and economic make-up. Open-ended responses provided a range of thematic categories regarding the importance of race-ethnicity
to the adolescents’ identities, representing the diverse ideologies of White adolescents’ explanations, ranging from colorblind
claims to ethnic pride. This study also found significant relationships between racial-ethnic identity importance (centrality)
and parents’ education for White adolescents. These findings highlight the diversity of White adolescents’ understanding of
their racial-ethnic identities and the importance of context in shaping racial-ethnic centrality.
Jennifer M. Grossman is a Research Scientist at Wellesley Centers for Women. She received her Ph.D. in Counseling Psychology from Boston College. Her major research interests include adolescent development in the context of racial and ethnic experiences, peer relationships, and family socialization processes. Linda Charmaraman is an NICHD postdoctoral research fellow at the Wellesley Centers for Women. She received her Ph.D. in Human Development and Education from UC Berkeley. Her research interests include adolescent identity, positive urban youth development, and youth media cultures. 相似文献
| Jennifer M. GrossmanEmail: |
Jennifer M. Grossman is a Research Scientist at Wellesley Centers for Women. She received her Ph.D. in Counseling Psychology from Boston College. Her major research interests include adolescent development in the context of racial and ethnic experiences, peer relationships, and family socialization processes. Linda Charmaraman is an NICHD postdoctoral research fellow at the Wellesley Centers for Women. She received her Ph.D. in Human Development and Education from UC Berkeley. Her research interests include adolescent identity, positive urban youth development, and youth media cultures. 相似文献
4.
The Utility of Forms and Functions of Aggression in Emerging Adulthood: Association with Personality Disorder Symptomatology 总被引：1，自引：0，他引：1
A sample of 679 (341 women) emerging adults (M = 18.90 years; SD = 1.11; range = 18.00–22.92) participated in a study on the utility of forms (i.e., physical and relational)
and functions (i.e., proactive and reactive) of aggression. We examined the link between these four subtypes of aggression
and personality pathology (i.e., psychopathic features, borderline personality disorder features, and antisocial personality
disorder features). The study supports the psychometric properties (i.e., test–retest reliability, internal consistency, discriminant
validity) of a recently introduced measure of forms and functions of aggression during emerging adulthood. Aggression subtypes
were uniquely associated with indices of personality pathology. For example, proactive (i.e., planned, instrumental or goal-oriented)
and reactive (i.e., impulsive, hostile or retaliatory) functions of relational aggression were uniquely associated with borderline
personality disorder features even after controlling for functions of physical aggression and gender. The results highlight
the differential associations between forms and functions of aggression and indices of personality pathology in typically
developing emerging adults.
Jamie M. Ostrov is an Assistant Professor of Psychology in the Clinical Psychology Program at the University at Buffalo, The State University of New York. Dr. Ostrov received his Ph.D. in Child Psychology from the University of Minnesota—Twin Cities Campus. His research focuses on the development of relational and physical aggression. Rebecca J. Houston is a Research Scientist at the Research Institute on Addictions, University at Buffalo, The State University of New York. Dr. Houston received her Ph.D. in Biopsychology from the University of New Orleans. She completed a postdoctoral fellowship in Alcohol and Drug Abuse Research at the University of Connecticut School of Medicine. Her research focuses on the neurophysiological mechanisms involved in functions of aggression. 相似文献
| Jamie M. OstrovEmail: |
Jamie M. Ostrov is an Assistant Professor of Psychology in the Clinical Psychology Program at the University at Buffalo, The State University of New York. Dr. Ostrov received his Ph.D. in Child Psychology from the University of Minnesota—Twin Cities Campus. His research focuses on the development of relational and physical aggression. Rebecca J. Houston is a Research Scientist at the Research Institute on Addictions, University at Buffalo, The State University of New York. Dr. Houston received her Ph.D. in Biopsychology from the University of New Orleans. She completed a postdoctoral fellowship in Alcohol and Drug Abuse Research at the University of Connecticut School of Medicine. Her research focuses on the neurophysiological mechanisms involved in functions of aggression. 相似文献
5.
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
6.
Diane Hughes Carolin Hagelskamp Niobe Way Monica D. Foust 《Journal of youth and adolescence》2009,38(5):605-626
The current study examined relationships between adolescents’ and mothers’ reports of ethnic-racial socialization and adolescents’
ethnic-racial identity. The sample included 170 sixth graders (49% boys, 51% girls) and their mothers, all of whom identified
as Black, Puerto Rican, Dominican, or Chinese. Two dimensions of ethnic-racial socialization (cultural socialization and preparation
for bias) were evaluated alongside three dimensions of ethnic-racial identity (exploration, affirmation and belonging, and
behavioral engagement). Mothers’ reports of their cultural socialization predicted adolescents’ reports, but only adolescents’
reports predicted adolescents’ ethnic-racial identity processes. Mothers’ reports of preparation for bias predicted boys’
but not girls’ reports of preparation for bias. Again, only adolescents’ reports of preparation for bias predicted their ethnic-racial
identity. Thus, several gender differences in relationships emerged, with mothers’ and adolescents’ perceptions of cultural
socialization, in particular, playing a more important role in girls’ than in boys’ identity processes. We discuss the implications
of these findings for future research.
Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. There, she is co-director of the doctoral training program in Psychology and Social Intervention and of the Center for Research on Culture, Development, and Education. She received her B.A. from Williams College and her Ph.D. from the University of Michigan in Community and Developmental Psychology. Her research focuses on ecological influences on parenting and socialization processes among ethnic minority families. She has authored numerous articles and special journal issues devoted to identifying cultural knowledge and the use of culturally anchored methods, and has studied issues of special relevance to ethnic minority populations including racial discrimination and ethnic-racial socialization. She is currently co-chair of the cross-university study group on race, culture and ethnicity. Her research has been funded by the National Science Foundation, The National Institutes of Mental Health, the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the Carnegie Corporation. Carolin Hagelskamp is a doctoral student in Community Psychology at New York University’s Graduate School of Arts and Sciences. She received a B.Sc from the University of Kent at Canterbury (UK), and a M.Sc from the London School of Economics and Political Sciences. She has been a senior Research Assistant at the Center for Research on Culture, Development, and Education since 2003. Her research interests are the relationships between maternal work-family experiences, adolescent development and ethnic-racial socialization across ethnically diverse urban families. Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the Director of the Developmental Psychology program and the co-director of the Center for Research on Culture, Development, and Education at NYU. She received her doctorate from the School of Education at Harvard University in Human Development and Psychology and was an NIMH postdoctoral fellow in the psychology department at Yale University. Way’s research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents from low-income families. She is primarily interested in how schools and families as well as larger political and economic contexts influence the developmental trajectories of children and adolescents. Her work also focuses on adolescents’ experiences of social identities, including both their gender and ethnic identities. Way is a nationally recognized leader in the use of mixed methods; she has combined quantitative and qualitative methods to examine developmental processes during adolescence for over two decades. Way is the author of numerous books and journal articles. Her sole authored books include: “Everyday Courage: The Lives and Stories of Urban Teenagers” (NYU Press, 1998); and “Friendship among Adolescent Boys” (to be published by Harvard University Press). Her co-edited or co-authored books include: “Urban Girls: Resisting Stereotypes, Creating Identities” (NYU press, 1996); “Adolescent Boys: Exploring Diverse Cultures of Boyhood” (NYU Press, 2004), and “Growing up Fast: Transitions to Adulthood among Inner City Adolescent Mothers” (Erlbaum Press, 2001)”. The latter co-authored book (with Bonnie Leadbeater) received the Best Book Award from the Society of Research on Adolescence (2002). Her current projects focus on the influence of families and schools on the trajectories of social and emotional development among middle school students in New York City and in Nanjing, China. Her research has been funded by the National Institute of Mental Health, The National Science Foundation, The William T. Grant Foundation, The Spencer Foundation, and by numerous other smaller foundations. Monica D. Foust received her M.A. degree in Psychology from the Steinhardt School of Culture, Education and Human Development and is currently a doctoral student in Developmental Psychology at University of Michigan. Her research interests are in ethnic-racial identity development and in sexual identity development. 相似文献
| Diane HughesEmail: |
Diane Hughes is Professor of Applied Psychology in the Steinhardt School of Culture, Education, and Human Development at New York University. There, she is co-director of the doctoral training program in Psychology and Social Intervention and of the Center for Research on Culture, Development, and Education. She received her B.A. from Williams College and her Ph.D. from the University of Michigan in Community and Developmental Psychology. Her research focuses on ecological influences on parenting and socialization processes among ethnic minority families. She has authored numerous articles and special journal issues devoted to identifying cultural knowledge and the use of culturally anchored methods, and has studied issues of special relevance to ethnic minority populations including racial discrimination and ethnic-racial socialization. She is currently co-chair of the cross-university study group on race, culture and ethnicity. Her research has been funded by the National Science Foundation, The National Institutes of Mental Health, the William T. Grant Foundation, the John D. and Catherine T. MacArthur Foundation, and the Carnegie Corporation. Carolin Hagelskamp is a doctoral student in Community Psychology at New York University’s Graduate School of Arts and Sciences. She received a B.Sc from the University of Kent at Canterbury (UK), and a M.Sc from the London School of Economics and Political Sciences. She has been a senior Research Assistant at the Center for Research on Culture, Development, and Education since 2003. Her research interests are the relationships between maternal work-family experiences, adolescent development and ethnic-racial socialization across ethnically diverse urban families. Niobe Way is Professor of Applied Psychology in the Department of Applied Psychology at New York University. She is also the Director of the Developmental Psychology program and the co-director of the Center for Research on Culture, Development, and Education at NYU. She received her doctorate from the School of Education at Harvard University in Human Development and Psychology and was an NIMH postdoctoral fellow in the psychology department at Yale University. Way’s research focuses on the intersections of culture, context, and human development, with a particular focus on the social and emotional development of adolescents from low-income families. She is primarily interested in how schools and families as well as larger political and economic contexts influence the developmental trajectories of children and adolescents. Her work also focuses on adolescents’ experiences of social identities, including both their gender and ethnic identities. Way is a nationally recognized leader in the use of mixed methods; she has combined quantitative and qualitative methods to examine developmental processes during adolescence for over two decades. Way is the author of numerous books and journal articles. Her sole authored books include: “Everyday Courage: The Lives and Stories of Urban Teenagers” (NYU Press, 1998); and “Friendship among Adolescent Boys” (to be published by Harvard University Press). Her co-edited or co-authored books include: “Urban Girls: Resisting Stereotypes, Creating Identities” (NYU press, 1996); “Adolescent Boys: Exploring Diverse Cultures of Boyhood” (NYU Press, 2004), and “Growing up Fast: Transitions to Adulthood among Inner City Adolescent Mothers” (Erlbaum Press, 2001)”. The latter co-authored book (with Bonnie Leadbeater) received the Best Book Award from the Society of Research on Adolescence (2002). Her current projects focus on the influence of families and schools on the trajectories of social and emotional development among middle school students in New York City and in Nanjing, China. Her research has been funded by the National Institute of Mental Health, The National Science Foundation, The William T. Grant Foundation, The Spencer Foundation, and by numerous other smaller foundations. Monica D. Foust received her M.A. degree in Psychology from the Steinhardt School of Culture, Education and Human Development and is currently a doctoral student in Developmental Psychology at University of Michigan. Her research interests are in ethnic-racial identity development and in sexual identity development. 相似文献
7.
Identity Formation in Early and Middle Adolescents From Various Ethnic Groups: From Three Dimensions to Five Statuses 总被引：1，自引：0，他引：1
Elisabetta Crocetti Monica Rubini Koen Luyckx Wim Meeus 《Journal of youth and adolescence》2008,37(8):983-996
We used three identity processes (i.e., commitment, in-depth exploration, and reconsideration of commitment) from a recently
developed model of identity formation to derive empirically identity statuses in a sample of 1952 early and middle adolescents.
By means of cluster analysis, we identified five statuses: achievement, foreclosure, moratorium, searching moratorium, and
diffusion. Specifically, we found an intra-status differentiation within moratorium, unraveling the positive and negative
facets of this status documented in prior literature. The five clusters could be meaningfully distinguished on a number of
variables, such as personality features, psychosocial problems, and parental relationships. These findings indicated that
a valid distinction in identity statuses could be made in early and middle adolescence. Finally, age and ethnic background
strongly affected the distribution of the participants among the five identity statuses. Implications and suggestions for
future research are discussed.
Elisabetta Crocetti is a doctoral student of the University of Macerata. Crocetti’s major research interests include identity development and social relationships in adolescence and emerging adulthood. Monica Rubini is Associate Professor of Social Psychology and head of the Laboratory for the Study of Social Prejudice at the University of Bologna. She received her Ph.D. in Social Psychology from the University of Bologna. Her major research interests include intergroup relations and language, personal and social identity development. Koen Luyckx is a postdoctoral researcher at the Fund for Scientific Research (FWO) in Flanders. He received his Ph.D. in Psychology from the K.U. of Leuven. His major research interests include longitudinal research, identity development and processes, parenting, and adolescent well-being. Wim Meeus is Professor of Adolescent Development and chair of the Research Centre Adolescent Development of Utrecht University. He received his Ph.D. in Social Psychology from the Utrecht University. He is a specialist in longitudinal research. His major research interests include identity and personality development, personal relationships and psychosocial problems in adolescence. 相似文献
| Wim MeeusEmail: |
Elisabetta Crocetti is a doctoral student of the University of Macerata. Crocetti’s major research interests include identity development and social relationships in adolescence and emerging adulthood. Monica Rubini is Associate Professor of Social Psychology and head of the Laboratory for the Study of Social Prejudice at the University of Bologna. She received her Ph.D. in Social Psychology from the University of Bologna. Her major research interests include intergroup relations and language, personal and social identity development. Koen Luyckx is a postdoctoral researcher at the Fund for Scientific Research (FWO) in Flanders. He received his Ph.D. in Psychology from the K.U. of Leuven. His major research interests include longitudinal research, identity development and processes, parenting, and adolescent well-being. Wim Meeus is Professor of Adolescent Development and chair of the Research Centre Adolescent Development of Utrecht University. He received his Ph.D. in Social Psychology from the Utrecht University. He is a specialist in longitudinal research. His major research interests include identity and personality development, personal relationships and psychosocial problems in adolescence. 相似文献
8.
Stephen T. Russell Lisa J. Crockett Yuh-Ling Shen Sun-A Lee 《Journal of youth and adolescence》2008,37(1):50-61
Self-esteem and depression are fundamental psychological adjustment constructs in the study of adolescent well-being. Most
measures of these constructs have been developed and validated using European American samples, and while the correlates and
predictors of psychological adjustment have been examined in multiple cultural settings, no existing research explicitly compares
the equivalence of measures of self-esteem or depression for contemporary Chinese, Filipino and European American adolescents.
Using data from the National Longitudinal Study of Adolescent Health (the Add Health study), this study examines the factorial
invariance of self-esteem and depression measures for European American adolescents and the two largest Asian American ethnic
groups in the U.S.: Chinese and Filipino Americans. Results indicate strong evidence for invariance of the measure of self-esteem;
however, the often-used measure of depression (CES-D) does not satisfy basic tests of measurement invariance for Asian Americans
in this sample.
Stephen T. Russell is Professor and Fitch Nesbitt Endowed Chair in Family and Consumer Sciences, and Director of the Frances McClelland Institute for Children, Youth and Families at the University of Arizona. He studies adolescent sexuality, mental health, and culture. Lisa J. Crockett is Professor of Psychology at the University of Nebraska-Lincoln. She conducts research in two primary areas: adolescent risk behavior, with an emphasis on sexuality, and ethnic differences in parenting and adolescent adjustment. Yuh-Ling Shen is Assistant Professor of Psychology at National Chung Cheng University, Chia-Yi, Taiwan. She studies ethnicity and adolescent adjustment. Sun-A Lee is Assistant Professor in the Department of Hospitality, Tourism, and Family & Consumer Sciences at Georgia Southern University. Her research focuses on family diversity and adolescent outcomes. 相似文献
| Sun-A LeeEmail: |
Stephen T. Russell is Professor and Fitch Nesbitt Endowed Chair in Family and Consumer Sciences, and Director of the Frances McClelland Institute for Children, Youth and Families at the University of Arizona. He studies adolescent sexuality, mental health, and culture. Lisa J. Crockett is Professor of Psychology at the University of Nebraska-Lincoln. She conducts research in two primary areas: adolescent risk behavior, with an emphasis on sexuality, and ethnic differences in parenting and adolescent adjustment. Yuh-Ling Shen is Assistant Professor of Psychology at National Chung Cheng University, Chia-Yi, Taiwan. She studies ethnicity and adolescent adjustment. Sun-A Lee is Assistant Professor in the Department of Hospitality, Tourism, and Family & Consumer Sciences at Georgia Southern University. Her research focuses on family diversity and adolescent outcomes. 相似文献
9.
Larry J. Nelson Laura M. Padilla-Walker Sarah Badger Carolyn McNamara Barry Jason S. Carroll Stephanie D. Madsen 《Journal of youth and adolescence》2008,37(5):605-615
Many studies have documented the ways in which shyness can be a barrier to personal well-being and social adjustment throughout
childhood and adolescence; however, less is known regarding shyness in emerging adulthood. Shyness as experienced during emerging
adulthood may continue to be a risk factor for successful development. The purpose of this study was to compare shy emerging
adults with their non-shy peers in (a) internalizing behaviors, (b) externalizing behaviors, and (c) close relationships.
Participants included 813 undergraduate students (500 women, 313 men) from a number of locations across the United States.
Results showed that relatively shy emerging adults, both men and women, had more internalizing problems (e.g., anxious, depressed,
low self-perceptions in multiple domains), engaged in fewer externalizing behaviors (e.g., less frequent drinking), and experienced
poorer relationship quality with parents, best friends, and romantic partners than did their non-shy peers.
Larry J. Nelson is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2000 from the University of Maryland, College Park. His major research interests are in social and self development during early childhood and emerging adulthood. Laura M. Padilla-Walker is an Assistant Professor in the School of Family Life at Brigham Young University. She received her Ph.D. in 2005 from the University of Nebraska—Lincoln. Her major research interests center on the parent-adolescent relationship as it relates to adolescents’ moral and prosocial behaviors and internalization of values. Sarah Badger received her Ph.D. in 2005 from Brigham Young University. Her major research interests are marriage formation and development as well as emerging adulthood and marriage readiness. Carolyn McNamara Barry is an Assistant Professor of Psychology at Loyola College in Maryland. She received her Ph.D. in 2001 from the University of Maryland, College Park. Her major research interests are in social and self development during adolescence and emerging adulthood. Jason S. Carroll is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2001 from the University of Minnesota. His major research interests are in marriage formation and development as well as emerging adulthood and marriage readiness. Stephanie D. Madsen is an Associate Professor of Psychology at McDaniel College. She received her Ph.D. in 2001 from the Institute of Child Development, University of Minnesota. She is particularly interested in how relationships with significant others impact child and adolescent development. 相似文献
| Larry J. NelsonEmail: |
Larry J. Nelson is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2000 from the University of Maryland, College Park. His major research interests are in social and self development during early childhood and emerging adulthood. Laura M. Padilla-Walker is an Assistant Professor in the School of Family Life at Brigham Young University. She received her Ph.D. in 2005 from the University of Nebraska—Lincoln. Her major research interests center on the parent-adolescent relationship as it relates to adolescents’ moral and prosocial behaviors and internalization of values. Sarah Badger received her Ph.D. in 2005 from Brigham Young University. Her major research interests are marriage formation and development as well as emerging adulthood and marriage readiness. Carolyn McNamara Barry is an Assistant Professor of Psychology at Loyola College in Maryland. She received her Ph.D. in 2001 from the University of Maryland, College Park. Her major research interests are in social and self development during adolescence and emerging adulthood. Jason S. Carroll is an Associate Professor in the School of Family Life at Brigham Young University. He received his Ph.D. in 2001 from the University of Minnesota. His major research interests are in marriage formation and development as well as emerging adulthood and marriage readiness. Stephanie D. Madsen is an Associate Professor of Psychology at McDaniel College. She received her Ph.D. in 2001 from the Institute of Child Development, University of Minnesota. She is particularly interested in how relationships with significant others impact child and adolescent development. 相似文献
10.
The present study examines how exposure to relational aggression at school is associated with adolescents’ perceptions of,
and participation in, a hostile school environment. Participants were 1,335 African American and European American adolescents
in grades 7 through 12 (52% female, 49% African American). Results indicate that exposure to relational aggression is associated
with several components of adolescents’ perceptions of the school climate. Adolescents exposed to high levels of relational
aggression perceived their school to be less safe, and were less pleased with the general social atmosphere at school. Moreover,
for males, but not females, exposure to relational aggression was associated with carrying a weapon to school. Implications
and suggestions for future research are discussed in terms of working toward safer school environments for adolescents.
Sara Goldstein is an Assistant Professor in the Department of Family and Child Studies at Montclair State University. She received her Ph.D. in Psychology from Bowling Green State University. Her major research interests include peer relationships, aggression, and gender. Amy Young is an Assistant Research Scientist at the Institute for Research on Women and Gender at the University of Michigan. She received her Ph.D. in Psychology from the University of Michigan. Major research interests include gender, sexual assault, substance use, and developmental psychopathology. Carol Boyd is a Professor of Nursing and a Professor of Women’s Studies and is Director of the Institute for Research on women and Gender at the University of Michigan, Ann Arbor. She received her PhD, in Nursing (cognate Anthropology). Her major research interests include gender and substance abuse. 相似文献
| Sara E. GoldsteinEmail: |
Sara Goldstein is an Assistant Professor in the Department of Family and Child Studies at Montclair State University. She received her Ph.D. in Psychology from Bowling Green State University. Her major research interests include peer relationships, aggression, and gender. Amy Young is an Assistant Research Scientist at the Institute for Research on Women and Gender at the University of Michigan. She received her Ph.D. in Psychology from the University of Michigan. Major research interests include gender, sexual assault, substance use, and developmental psychopathology. Carol Boyd is a Professor of Nursing and a Professor of Women’s Studies and is Director of the Institute for Research on women and Gender at the University of Michigan, Ann Arbor. She received her PhD, in Nursing (cognate Anthropology). Her major research interests include gender and substance abuse. 相似文献
11.
Elisabetta Crocetti Theo Klimstra Loes Keijsers William W. HaleIII Wim Meeus 《Journal of youth and adolescence》2009,38(6):839-849
The aim of this five-wave longitudinal study was to investigate the relationship between anxiety and adolescent identity development.
Participants were 1,313 adolescents who annually completed measures of anxiety and identity. Growth Mixture Modeling (GMM)
analyses demonstrated that the adolescent population was best typified by two latent growth trajectory classes: a low anxiety class (n = 1,199) characterized by a low initial level of anxiety that decreased over time and a high anxiety class (n = 114) characterized by a higher initial level of anxiety that increased over time. To answer our research question, we tested
a model in which the anxiety classes predicted initial levels and rates of change of three identity dimensions: commitment,
in-depth exploration, and reconsideration of commitment. Findings indicated that the high anxiety adolescents displayed a
more troublesome identity development than their low anxiety peers, since their commitments became weaker with age, and they
reconsidered them intensively.
Elisabetta Crocetti is a post-doctoral researcher of the University of Macerata. She received her Ph.D. in Educational Sciences from the University of Macerata. Theo Klimstra is a doctoral student at the Research Centre Adolescent Development of Utrecht University. Loes Keijsers is a doctoral student at the Research Centre Adolescent Development of Utrecht University. William W. Hale III is Assistant Professor at the Research Centre Adolescent Development, Utrecht University. He received his Ph.D. at the Department of Biological Psychiatry, University of Groningen. Wim Meeus is Professor of Adolescent Development and chair of the Research Centre Adolescent Development of Utrecht University. He received his Ph.D. in Social Psychology from the Utrecht University. 相似文献
| Wim MeeusEmail: |
Elisabetta Crocetti is a post-doctoral researcher of the University of Macerata. She received her Ph.D. in Educational Sciences from the University of Macerata. Theo Klimstra is a doctoral student at the Research Centre Adolescent Development of Utrecht University. Loes Keijsers is a doctoral student at the Research Centre Adolescent Development of Utrecht University. William W. Hale III is Assistant Professor at the Research Centre Adolescent Development, Utrecht University. He received his Ph.D. at the Department of Biological Psychiatry, University of Groningen. Wim Meeus is Professor of Adolescent Development and chair of the Research Centre Adolescent Development of Utrecht University. He received his Ph.D. in Social Psychology from the Utrecht University. 相似文献
12.
The present study examined the relationship between participation in sports during adolescence and physical activity and subjective
health in young adulthood. A sample of 8,152 (males = 50.8%, females = 49.2%) adolescents from the National Longitudinal Study
of Adolescent Health were used. Results of the study showed that participating in an organized sport during adolescence was
associated with higher levels of physical activity and better subjective health during young adulthood after controlling for
participation in general physical activities (e.g., jogging, biking, skateboarding) during adolescence. Participation in sports
during adolescence was associated with more positive self-beliefs 1 year later that, in turn, were associated with higher
levels of moderate to vigorous physical activity and better subjective health 6 years later. Results suggest that positive
self-beliefs partially mediate the relationship between adolescents’ participation in sports and two health outcomes in young
adulthood: moderate to vigorous physical activity and subjective health. Findings highlight the utility of youths’ participation
in organized sports for promoting healthy outcomes. Implications for policy and practice are discussed.
Tonya Dodge is an Assistant Professor at Skidmore College. She received her Ph.D. in Social/Personality Psychology from The University at Albany. Her primary research interests include the effect of sports participation and physical activity on adolescent health and development. Sharon Lambert is an Assistant Professor at The George Washington University. She received her Ph.D. in Clinical and Community Psychology from University of Illinois at Urbana-Champaign. Her primary research interests include development and course of depressive symptoms in urban youth, the role of the neighborhood context in adolescent development, and school-based prevention. 相似文献
| Tonya DodgeEmail: |
Tonya Dodge is an Assistant Professor at Skidmore College. She received her Ph.D. in Social/Personality Psychology from The University at Albany. Her primary research interests include the effect of sports participation and physical activity on adolescent health and development. Sharon Lambert is an Assistant Professor at The George Washington University. She received her Ph.D. in Clinical and Community Psychology from University of Illinois at Urbana-Champaign. Her primary research interests include development and course of depressive symptoms in urban youth, the role of the neighborhood context in adolescent development, and school-based prevention. 相似文献
13.
Anne M. Mauricio Michelle Little Laurie Chassin George P. Knight Alex R. Piquero Sandra H. Losoya Delfino Vargas-Chanes 《Journal of youth and adolescence》2009,38(3):440-453
The current study modeled trajectories of substance use from ages 15 to 20 among 1,095 male serious juvenile offenders (M age = 16.54; 42% African-American, 34% Latino, 20% European-American, and 4% other ethnic/racial backgrounds) and prospectively
predicted trajectories from risk and protective factors before and after controlling for time spent in a supervised setting.
Results indicated that supervised time suppressed age-related growth in substance use. Trajectories of offenders with no supervised
time and low levels of supervised time increased in substance use across age, whereas offenders with high levels of supervised
time showed no growth. Almost all risk and protective factors had effects on initial substance use but only adolescent history
of substance use, impulse control, and psychosocial maturity had an effect on change in substance use over time. Findings
highlight the importance of formal sanctions and interventions superimposed on normal developmental processes in understanding
trajectories of substance use among serious juvenile offenders.
Anne Marie Mauricio, Ph.D., is a research faculty member at the Prevention Research Center at Arizona State University. She received her Ph.D. in Counseling Psychology from Michigan State University. Her major research interests include interpersonal violence and preventative interventions for substance use, academic disengagement, and mental health disorders. Michelle Little, Ph.D., is an Assistant Professor at the University of Texas at San Antonio. She received her Ph.D. in Developmental Psychology from Temple University. Her major research interests include prevention of externalizing disorders. Laurie Chassin, Ph.D., is a Regents Professor of Psychology at Arizona State University. She received her Ph.D. in Clinical Psychology from Teachers College, Columbia University. Her major research interests include the development and intergenerational transmission of alcohol, tobacco, and other drug use and substance use disorders. George P. Knight, Ph.D., is a Professor in the Department of Psychology at Arizona State University. He received his Ph.D. in 1980 from the University of California at Riverside. His research interests include cultural adaptation in immigrant and minority youth and adults as well as methodological issues associated with research on ethnic minority families. Alex R. Piquero, Ph.D., is presidential scholar and professor in the Department of Criminology & Criminal Justice at the University of Maryland College Park. He received his Ph.D. in Criminology from the University of Maryland College Park in 1996. His major research interests include criminal careers, criminological theory, and quantitative research methods. Sandra H. Losoya, Ph.D., is a research assistant professor of psychology at Arizona State University. She received her Ph.D. in developmental psychology, specializing in socio-emotional development, from the University of Oregon. Her research interests include individual differences in emotional responding and coping, and sources of resilience in high-risk children. Delfino Vargas-Chanes, Ph.D., is research faculty member in the Department of Psychology at Arizona State University. He received his Ph.D. in Sociology from Iowa State University. His major research interests include development of measurement instruments, structural equation modeling, multilevel modeling and advanced statistical analyses applied to social and behavioral sciences. 相似文献
| Delfino Vargas-ChanesEmail: |
Anne Marie Mauricio, Ph.D., is a research faculty member at the Prevention Research Center at Arizona State University. She received her Ph.D. in Counseling Psychology from Michigan State University. Her major research interests include interpersonal violence and preventative interventions for substance use, academic disengagement, and mental health disorders. Michelle Little, Ph.D., is an Assistant Professor at the University of Texas at San Antonio. She received her Ph.D. in Developmental Psychology from Temple University. Her major research interests include prevention of externalizing disorders. Laurie Chassin, Ph.D., is a Regents Professor of Psychology at Arizona State University. She received her Ph.D. in Clinical Psychology from Teachers College, Columbia University. Her major research interests include the development and intergenerational transmission of alcohol, tobacco, and other drug use and substance use disorders. George P. Knight, Ph.D., is a Professor in the Department of Psychology at Arizona State University. He received his Ph.D. in 1980 from the University of California at Riverside. His research interests include cultural adaptation in immigrant and minority youth and adults as well as methodological issues associated with research on ethnic minority families. Alex R. Piquero, Ph.D., is presidential scholar and professor in the Department of Criminology & Criminal Justice at the University of Maryland College Park. He received his Ph.D. in Criminology from the University of Maryland College Park in 1996. His major research interests include criminal careers, criminological theory, and quantitative research methods. Sandra H. Losoya, Ph.D., is a research assistant professor of psychology at Arizona State University. She received her Ph.D. in developmental psychology, specializing in socio-emotional development, from the University of Oregon. Her research interests include individual differences in emotional responding and coping, and sources of resilience in high-risk children. Delfino Vargas-Chanes, Ph.D., is research faculty member in the Department of Psychology at Arizona State University. He received his Ph.D. in Sociology from Iowa State University. His major research interests include development of measurement instruments, structural equation modeling, multilevel modeling and advanced statistical analyses applied to social and behavioral sciences. 相似文献
14.
Profiles and Correlates of Relational Aggression in Young Adults’ Romantic Relationships 总被引：2，自引：1，他引：1
Sara E. Goldstein Daniel Chesir-Teran Adrienne McFaul 《Journal of youth and adolescence》2008,37(3):251-265
The present study examines prevalence and correlates of experiencing and perpetrating relational aggression in the context
of young adults’ romantic relationships. We assess correlates of relational aggression in four domains of risk: (1) Social-cognitive,
(2) Relationship, (3) Trait/dispositional, and (4) Mental health. Results indicate that modest involvement in relational aggression
is relatively common. Females reported higher levels of perpetration whereas males reported higher levels of victimization.
Relational aggression and victimization were related to each domain of risk for both men and women, although different patterns
of findings emerged for each domain. For example, individuals who reported perpetrating relational aggression in their romantic
relationships believed that aggression was most acceptable (social-cognitive risk) whereas individuals who reported experiencing
relational aggression (as victims) were more likely to indicate that their self worth is contingent on relationships and that
romantic relationships are very important to them (dispositional risk). Respondents who reported either perpetrating or experiencing
relational aggression had higher levels of exclusivity in their relationships and were more likely to describe their relationships
in anxious attachment terms (relationship risk). They also reported higher levels of depressive and anxious symptoms (mental
health risk). Implications of these results for theory and prevention and intervention efforts are discussed.
Sara Goldstein received her Ph.D. in Psychology from Bowling Green State University. Her major research interests include peer relationships, aggression, and gender. She is an Assistant Professor in the Department of Family and Child Studies at Montclair State University. Daniel Chesir-Teran received his Ph.D. in Community Psychology from New York University. His major research interests include contextual influences on children, adolescents, and families with a specific focus on heterosexism in high school and the development of lesbian, gay, bisexual, and questioning adolescents; prevention of psychological, behavioral, and academic problems; and promotion of wellbeing. He is an Assistant Professor in the Department of Family and Child Studies at Montclair State University. Adrienne McFaul received her Bachelor’s degree in Psychology from Louisiana State University. Her major research interests focus on the development of aggression and the influence of media on social behavior. She is a graduate student in the Department of Psychology at Rutgers University–Newark. 相似文献
| Sara E. GoldsteinEmail: |
Sara Goldstein received her Ph.D. in Psychology from Bowling Green State University. Her major research interests include peer relationships, aggression, and gender. She is an Assistant Professor in the Department of Family and Child Studies at Montclair State University. Daniel Chesir-Teran received his Ph.D. in Community Psychology from New York University. His major research interests include contextual influences on children, adolescents, and families with a specific focus on heterosexism in high school and the development of lesbian, gay, bisexual, and questioning adolescents; prevention of psychological, behavioral, and academic problems; and promotion of wellbeing. He is an Assistant Professor in the Department of Family and Child Studies at Montclair State University. Adrienne McFaul received her Bachelor’s degree in Psychology from Louisiana State University. Her major research interests focus on the development of aggression and the influence of media on social behavior. She is a graduate student in the Department of Psychology at Rutgers University–Newark. 相似文献
15.
Danielle H. Dallaire David A. Cole Thomas M. Smith Jeffrey A. Ciesla Beth LaGrange Farrah M. Jacquez Ashley Q. Pineda Alanna E. Truss Amy S. Folmer 《Journal of youth and adolescence》2008,37(7):830-846
Community, demographic, familial, and personal risk factors of childhood depressive symptoms were examined from an ecological
theoretical approach using hierarchical linear modeling. Individual-level data were collected from an ethnically diverse (73%
African-American) community sample of 197 children and their parents; community-level data were obtained from the U.S. Census
regarding rates of community poverty and unemployment in participants’ neighborhoods. Results indicated that high rates of
community poverty and unemployment, children’s depressive attributional style, and low levels of self-perceived competence
predict children’s depressive symptoms, even after accounting for demographic and familial risk factors, such as parental
education and negative parenting behaviors. The effect of negative parenting behaviors on depressive symptoms was partially
mediated by personal variables like children’s self-perceived competence. Recommendations for future research, intervention
and prevention programs are discussed.
Dr. Danielle H. Dallaire is an Assistant Professor in the Psychology Department at The College of William and Mary. She received her Ph.D. from Temple University in 2003. Her major research interests include children’s social and emotional development and promoting resiliency in children and families in high risk environments, particularly children and families dealing with parental incarceration. Dr. David A. Cole is a Professor in the Department of Psychology and Human Development at Vanderbilt University. He received his Ph.D. from The University of Houston in 1983. His major research interests center around developmental psychopathology in general and childhood depression in particular. Dr. Thomas M. Smith is an Assistant Professor of Public Policy and Education at Vanderbilt University, Peabody College. He received his Ph.D. in 2000 from The Pennsylvania State University. Professor Smith’s current research agenda focuses on the organization of teaching quality, exploring relationships between educational policy (national, state, district, and school level), school organization, teacher commitment, and the quality of classroom instruction. Dr. Jeffrey A. Ciesla is an Assistant Professor in the Psychology Department at Kent State University. He received his Ph.D. from The State University of New York at Buffalo in 2004. His major research interests include the effects of ruminative thought and stressful life events on depressive disorders. Beth LaGrange, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University. Her current research interests include depression and the development of depressive cognitive style in children and adolescents. Dr. Farrah M. Jacquez is a Postdoctoral fellow in pediatric psychology at the Mailman Center for Child Development at the University of Miami. She received her Ph.D. from Vanderbilt University in 2006. Her major research interests include parenting in the context of poverty and developing community-based interventions for underserved children and families. Ashley Q. Pineda, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University and is currently completing her internship at the Children’s Hospital at Stanford University. Her major research interests include examining the reciprocal relations between parenting behaviors, depressive cognitions, and childhood depression. Alanna E. Truss, M.S., is a Doctoral candidate in the Department of Psychology and Human Development at Vanderbilt University. Her major research and clinical interests include developmental factors in internalizing disorders in children and adolescents and the effects of trauma on children and families. Amy S. Folmer is a graduate student in the Department of Psychology and Human Development at Vanderbilt University. She received her B.A. from The University of Texas in 2003. Her major research interests include cognitive developmental factors that influence the applicability of adult cognitive models of depression to children. 相似文献
| Danielle H. DallaireEmail: |
Dr. Danielle H. Dallaire is an Assistant Professor in the Psychology Department at The College of William and Mary. She received her Ph.D. from Temple University in 2003. Her major research interests include children’s social and emotional development and promoting resiliency in children and families in high risk environments, particularly children and families dealing with parental incarceration. Dr. David A. Cole is a Professor in the Department of Psychology and Human Development at Vanderbilt University. He received his Ph.D. from The University of Houston in 1983. His major research interests center around developmental psychopathology in general and childhood depression in particular. Dr. Thomas M. Smith is an Assistant Professor of Public Policy and Education at Vanderbilt University, Peabody College. He received his Ph.D. in 2000 from The Pennsylvania State University. Professor Smith’s current research agenda focuses on the organization of teaching quality, exploring relationships between educational policy (national, state, district, and school level), school organization, teacher commitment, and the quality of classroom instruction. Dr. Jeffrey A. Ciesla is an Assistant Professor in the Psychology Department at Kent State University. He received his Ph.D. from The State University of New York at Buffalo in 2004. His major research interests include the effects of ruminative thought and stressful life events on depressive disorders. Beth LaGrange, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University. Her current research interests include depression and the development of depressive cognitive style in children and adolescents. Dr. Farrah M. Jacquez is a Postdoctoral fellow in pediatric psychology at the Mailman Center for Child Development at the University of Miami. She received her Ph.D. from Vanderbilt University in 2006. Her major research interests include parenting in the context of poverty and developing community-based interventions for underserved children and families. Ashley Q. Pineda, M.S., is a Doctoral candidate in Clinical Psychology in the Department of Psychology and Human Development at Vanderbilt University and is currently completing her internship at the Children’s Hospital at Stanford University. Her major research interests include examining the reciprocal relations between parenting behaviors, depressive cognitions, and childhood depression. Alanna E. Truss, M.S., is a Doctoral candidate in the Department of Psychology and Human Development at Vanderbilt University. Her major research and clinical interests include developmental factors in internalizing disorders in children and adolescents and the effects of trauma on children and families. Amy S. Folmer is a graduate student in the Department of Psychology and Human Development at Vanderbilt University. She received her B.A. from The University of Texas in 2003. Her major research interests include cognitive developmental factors that influence the applicability of adult cognitive models of depression to children. 相似文献
16.
Sandra Graham Amy Bellmore Adrienne Nishina Jaana Juvonen 《Journal of youth and adolescence》2009,38(4):487-499
This study examined the mediating role of self-blaming attributions on peer victimization-maladjustment relations in middle
school and the moderating role of classroom ethnic diversity. Latino and African American 6th grade participants (N = 1105, 56% female) were recruited from middle schools in which they were either members of the numerical majority ethnic
group, the numerical minority, or one of several ethnic groups in ethnically diverse schools. Peer nomination data were gathered
in the Fall of 6th grade to determine which students had reputations as victims of harassment and self-report data on self-blame
for peer harassment and the adjustment outcomes of depressive symptoms and feelings of self-worth were gathered in the Spring
of 6th grade, approximately 6 months later. A mediational model in which self-blame partly explained the relation between
victimization and maladjustment was supported among students from the majority ethnic group in their classroom but not among
students from the minority group. The usefulness of including ethnic diversity as an important context variable in studies
of peer victimization during early adolescence was discussed.
Amy D. Bellmore is an Assistant Professor at University of Wisconsin, Madison in the Department of Educational Psychology. Her research interests include peer-directed aggression, ethnicity and ethnic contexts, and the development of interpersonal perception. Adrienne Nishina is currently an Assistant Professor in the Department of Human and Community Development at University of California, Davis. Her major research interests include mental health in schools, adolescent peer relations, and ethnic diversity. Jaana Juvonen is a Professor and Chair of the Developmental Psychology Program at University of California, Los Angeles. Her area of expertise is in young adolescent peer relationships and school adjustment. 相似文献
| Sandra GrahamEmail: |
Amy D. Bellmore is an Assistant Professor at University of Wisconsin, Madison in the Department of Educational Psychology. Her research interests include peer-directed aggression, ethnicity and ethnic contexts, and the development of interpersonal perception. Adrienne Nishina is currently an Assistant Professor in the Department of Human and Community Development at University of California, Davis. Her major research interests include mental health in schools, adolescent peer relations, and ethnic diversity. Jaana Juvonen is a Professor and Chair of the Developmental Psychology Program at University of California, Los Angeles. Her area of expertise is in young adolescent peer relationships and school adjustment. 相似文献
17.
Jennifer Stuart Mark Fondacaro Scott A. Miller Veda Brown Eve M. Brank 《Journal of youth and adolescence》2008,37(6):674-684
The involvement of adolescents with deviant peer groups is one of the strongest proximal correlates to juvenile delinquency
and stems from a variety of causes. Past research has linked ineffective parenting with peer variables, including deviant
peer group involvement and peer conflict during adolescence. In this study, adolescents’ appraisals of procedural justice
within the family (adolescents’ appraisals of how fairly they are treated by parents in the process of resolving family conflict)
were examined as one aspect of effective parenting that may relate to deviant peer group involvement in early adolescence.
Data from 1660 middle school students (ages 11–14, mean = 12.6) indicated that higher appraisals by adolescents of procedural
justice during family conflict resolution were related to lower levels of both peer conflict and deviant peer group involvement.
A structural model was tested in which the relationship between adolescents’ appraisals of procedural justice in the family
and deviant peer group involvement was partially mediated by measures of peer conflict. This model was found to have adequate
fit to the data, indicating that part of the relationship between procedural justice appraisals and deviant peer group involvement
can be explained by levels of peer conflict. Implications of these findings are discussed.
Jennifer L. Stuart is a doctoral student in Counseling Psychology at the University of Florida. Her research interests include adolescent development and juvenile justice. Mark R. Fondacaro is a Professor of Psychology at John Jay College of Criminal Justice—CUNY. He received his Ph.D. in clinical psychology from Indiana University and his J.D. from Columbia University School of Law. His major research interests are ecological jurisprudence and the conceptualization and assessment of procedural justice in legal and extra-legal contexts including the family and the juvenile justice and health care systems. Scott A. Miller is Professor of Psychology at the University of Florida. He received his Ph.D. in Child Development from the University of Minnesota. His research focuses on cognitive development in children. Veda E. Brown is an Assistant Professor of Juvenile Justice and Psychology at Prairie View A&M University, Texas. Her research interests include cognitive development in early childhood, especially with reference to the role of parents. Eve M. Brank is an assistant professor in the Department of Criminology, Law and Society at the University of Florida. She received her Ph.D. in Social Psychology and her J.D. from the University of Nebraska-Lincoln, Law/Psychology program. Her research focuses primarily on families, juveniles, and especially parental responsibility laws. 相似文献
| Mark FondacaroEmail: |
Jennifer L. Stuart is a doctoral student in Counseling Psychology at the University of Florida. Her research interests include adolescent development and juvenile justice. Mark R. Fondacaro is a Professor of Psychology at John Jay College of Criminal Justice—CUNY. He received his Ph.D. in clinical psychology from Indiana University and his J.D. from Columbia University School of Law. His major research interests are ecological jurisprudence and the conceptualization and assessment of procedural justice in legal and extra-legal contexts including the family and the juvenile justice and health care systems. Scott A. Miller is Professor of Psychology at the University of Florida. He received his Ph.D. in Child Development from the University of Minnesota. His research focuses on cognitive development in children. Veda E. Brown is an Assistant Professor of Juvenile Justice and Psychology at Prairie View A&M University, Texas. Her research interests include cognitive development in early childhood, especially with reference to the role of parents. Eve M. Brank is an assistant professor in the Department of Criminology, Law and Society at the University of Florida. She received her Ph.D. in Social Psychology and her J.D. from the University of Nebraska-Lincoln, Law/Psychology program. Her research focuses primarily on families, juveniles, and especially parental responsibility laws. 相似文献
18.
Achievement, engagement, and students’ quality of experience were compared by racial and ethnic group in a sample of students
(N = 586) drawn from 13 high schools with diverse ethnic and socioeconomic student populations. Using the Experience Sampling
Method (ESM), 3,529 samples of classroom experiences were analyzed along with self-reported grades. Similarities and differences
in achievement, engagement, and quality of experience among white, black, Latino, and Asian students were examined. The most
marked differences found were between black and white students. Consistent with several previous studies, an engagement–achievement
paradox was found in which black students reported higher engagement, intrinsic motivation, and affect in classrooms, but
lower GPA relative to white students. A similar engagement–achievement paradox was found for students from low SES communities
compared to those from high SES communities. Analyses also revealed racial and ethnic differences in the relationship of engagement
with on-task behavior and contextual factors. Being on-task when in classrooms had a more positive effect on the engagement
of black students relative to white students. The contextual effect of being in school versus home or in public on engagement
was also more positive for black students than white students. Contextual factors and measurement issues are emphasized in
the interpretation of findings and suggestions for future research.
David J. Shernoff is an Assistant Professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi's theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Engagement in after-school program activities: Quality of experience from the perspective of participants” in Journal of Youth and Adolescence (Shernoff and Vandell 2007). Jennifer A. Schmidt is Associate Professor of Educational Psychology at Northern Illinois University. Her research focuses on the nexus of subjective experience, context, and individual development by examining the ways in which social, cultural, and situational circumstances mold experience, which in turn affects development. She earned her PhD. in Psychology: Human Development from the University of Chicago in 1998, where she studied how adolescents’ daily experiences with challenge fosters resilience among adolescents facing adversity. Following the completion of her doctoral studies she was appointed Research Director for the University of Chicago’s Sloan Center on Parents, Children and Work, housed within the National Opinion Research Center. In 2001 she joined the faculty at NIU, where she teaches courses in Educational Psychology and Child Development, Research Design, and Motivation. 相似文献
| David J. ShernoffEmail: |
David J. Shernoff is an Assistant Professor of educational psychology at Northern Illinois University broadly interested the relationship between human development and education. He completed his doctoral studies at the University of Chicago and the Sloan Center for Working Families, where he applied Mihaly Csikszentmihalyi's theory of flow and Experience Sampling Method (ESM) to the study of engaging educational contexts. From 2000 to 2003, he served as a post-doctoral fellow at the University of Wisconsin, Madison. His recent publications include “Engagement in after-school program activities: Quality of experience from the perspective of participants” in Journal of Youth and Adolescence (Shernoff and Vandell 2007). Jennifer A. Schmidt is Associate Professor of Educational Psychology at Northern Illinois University. Her research focuses on the nexus of subjective experience, context, and individual development by examining the ways in which social, cultural, and situational circumstances mold experience, which in turn affects development. She earned her PhD. in Psychology: Human Development from the University of Chicago in 1998, where she studied how adolescents’ daily experiences with challenge fosters resilience among adolescents facing adversity. Following the completion of her doctoral studies she was appointed Research Director for the University of Chicago’s Sloan Center on Parents, Children and Work, housed within the National Opinion Research Center. In 2001 she joined the faculty at NIU, where she teaches courses in Educational Psychology and Child Development, Research Design, and Motivation. 相似文献
19.
This article draws on extant research from the disciplines of psychology, sociology, and economics to identify linkages between
individual, family, community, and structural factors related to social mobility for African Americans during the transition
to adulthood. It considers how race and class together affect opportunities for social mobility through where African Americans
live, whom they associate with, and how they are impacted by racial and class-related stigma. Of particular interest is social
mobility as accomplished through academic achievement, educational attainment, employment, economic independence, and homeownership.
Research on five issues is reviewed and discussed: (a) the unique vulnerabilities of newly upwardly mobile African Americans,
(b) wealth as a source of inequality, (c) racism and discrimination, (d) the stigma associated with lower-class status, and
(e) social and cultural capital. The article concludes with a summary and directions for future research.
Cecily R. Hardaway is a graduate student in developmental psychology at the University of North Carolina at Chapel Hill. Her research focuses on understanding the effects of poverty and economic hardship on family processes, child and adolescent development, and the transition to adulthood. Vonnie C. McLoyd is Professor of Psychology at the University of North Carolina at Chapel Hill. She is interested in the impact of economic disadvantage, work-related transitions, and parental job characteristics on family life and child development, the mediators and moderators of these impacts, and the implications of research on these issues for both practice and policy. 相似文献
| Cecily R. HardawayEmail: |
Cecily R. Hardaway is a graduate student in developmental psychology at the University of North Carolina at Chapel Hill. Her research focuses on understanding the effects of poverty and economic hardship on family processes, child and adolescent development, and the transition to adulthood. Vonnie C. McLoyd is Professor of Psychology at the University of North Carolina at Chapel Hill. She is interested in the impact of economic disadvantage, work-related transitions, and parental job characteristics on family life and child development, the mediators and moderators of these impacts, and the implications of research on these issues for both practice and policy. 相似文献
20.
Timothy J. Owens Nathan D. Shippee Devon J. Hensel 《Journal of youth and adolescence》2008,37(10):1242-1256
Our study of the adolescent life course proposes that substantial maturation occurs within three intertwined arenas of development:
the social, the psychological, and the normative attainment. Further, each arena may be linked, respectively, to three youth
problem dimensions: drinking, depressive affect, and academic achievement. We use latent growth curves and the Youth Development
Study (effective N = 856) to track a panel of teens from their freshman to senior year in high school. There are 54.4% girls and 45.6% boys,
and 75.7% non-Hispanic whites and 24.3% other races/ethnicities. Two research goals are addressed: (1) estimate each dimension’s
unique developmental trajectory across high school, and (2) model the dimensions together in order to assess their reciprocal
influences. While mean levels in all three dimensions increased over time, distinct developmental patterns were observed,
especially in drinking and depression. For example, more drinking occasions—a social activity for most teens—may help assuage
some teens’ emotional distress, especially girls’. These patterns suggest a synergistic relationship between the social and
psychological arenas of development. Contrary to expectation, higher freshman depressive affect was associated with a significantly
sharper increase in GPA over time for girls.
Timothy J. Owens is an Associate Professor of Sociology at Purdue University, West Lafayette. He received his Ph.D. in sociology from the University of Minnesota. His primary research interests are life course contexts, development, and transitions; sociology of mental health; identity and self-concept; and sociology of children and adolescents. His most recent book is From Adolescence to Adulthood in the Vietnam Era (Springer 2005). Other projects include applying role and identity theory to estimating the probability and timing of death among American infantrymen in the Vietnam War. Nathan D. Shippee is a 2008–2009 Fulbright research fellow in Ukraine. He received his Ph.D. in sociology from Purdue University in 2008. His research interests pertain to social psychology, criminology, criminal justice, and discourse analysis. Current projects include: violent victimization in the life course, wrongful conviction, legal cases regarding parents who kill their partners, stigma management, and national identity. Devon J. Hensel is an Assistant Research Scientist, Section of Adolescent Medicine, Indiana University School of Medicine. She received her Ph.D. in sociology from Purdue University in 2005. Current research interests include: adolescent health and development, sexual health and decision making, gender and longitudinal data analysis. 相似文献
| Devon J. HenselEmail: |
Timothy J. Owens is an Associate Professor of Sociology at Purdue University, West Lafayette. He received his Ph.D. in sociology from the University of Minnesota. His primary research interests are life course contexts, development, and transitions; sociology of mental health; identity and self-concept; and sociology of children and adolescents. His most recent book is From Adolescence to Adulthood in the Vietnam Era (Springer 2005). Other projects include applying role and identity theory to estimating the probability and timing of death among American infantrymen in the Vietnam War. Nathan D. Shippee is a 2008–2009 Fulbright research fellow in Ukraine. He received his Ph.D. in sociology from Purdue University in 2008. His research interests pertain to social psychology, criminology, criminal justice, and discourse analysis. Current projects include: violent victimization in the life course, wrongful conviction, legal cases regarding parents who kill their partners, stigma management, and national identity. Devon J. Hensel is an Assistant Research Scientist, Section of Adolescent Medicine, Indiana University School of Medicine. She received her Ph.D. in sociology from Purdue University in 2005. Current research interests include: adolescent health and development, sexual health and decision making, gender and longitudinal data analysis. 相似文献