首页 | 本学科首页   官方微博 | 高级检索  
相似文献
 共查询到20条相似文献，搜索用时 15 毫秒
1.
Discrimination concerns and parental expectations were examined as mediators of the relations between gender and parenting practices among 796 African American mothers of 11‐ to 14‐year‐olds from the Maryland Adolescent Development in Context Study. Mothers of sons had more concerns about racial discrimination impacting their adolescents' future, whereas mothers of daughters had more gender discrimination concerns. Racial discrimination concerns, but not gender discrimination concerns, were related to lower maternal academic and behavioral expectations. Maternal expectations were related to mothers' responsiveness, rule enforcement, monitoring, and parent–adolescent conflict. The relations between gender and parenting practices were partially explained through mothers' racial discrimination concerns and expectations. These findings demonstrate the importance of contextual factors on African American family processes.  相似文献   

2.
Using a three-wave longitudinal sample of 108 Chinese American parent-adolescent dyads (Mparent-ageW1 = 45.44 years, 17% fathers; Madolescent-ageW1 = 13.34 years, 50% boys), this study examined the effects of parents' COVID-19-related racial discrimination experiences on adolescents' ethnic identity exploration and anxiety as mediated by parents' awareness of discrimination (AOD) socialization and moderated by parents' anxiety and racial socialization competency (RSC). Parents' racial discrimination experiences in 2020 predicted adolescents' greater ethnic identity exploration or greater anxiety in 2022 via parents' greater use of AOD in 2021, depending on the levels of parents' anxiety and RSC. These findings highlighted individual and contextual factors impacting racial socialization processes in Chinese American families.  相似文献   

3.
The quality of the home environment is widely recognized as a strong contributor to young children's emergent literacy and social competence and to their subsequent educational success. The present study examined the relationships between family variables (socioeconomic status (SES), social risk factors, and home learning variables) and children's emergent literacy competence and children's social functioning. The sample for this study was obtained by randomly selecting 48 classrooms within three Head Start programs and, then, randomly selecting five girls and five boys from each class. The final sample consisted of 325 families for which information about both child and primary caregiver was obtained from multiple sources (teacher, outside assessor, and primary caregiver). A mediational model was hypothesized and tested using structural equation modeling. The findings are consistent with the hypotheses that family social risk and home learning experiences mediate the association between SES and Head Start children's school readiness in the areas of emergent literacy competence and social functioning.  相似文献   

4.
We empirically evaluated the associations of hypothesized protective and risk factors with assessments of social, literacy, and cognitive competence in a sample of Head Start graduates attending kindergarten in rural Georgia. The sample included 117 former Head Start children and their primary caregivers, who were assessed during the fall of the children's kindergarten year. The participating families—59% African American, 39% white, and 1 % Latin American—lived in four rural counties in northeast Georgia. Data were obtained from caregivers, teachers, and children, using a multimethod, multi-informant research design. Caregivers provided information about developmental goals, family processes, and their own psychological functioning; and the children and their kindergarten teachers provided socioemotional, literacy, and cognitive-competence information. The results support the hypothesized relations between the child-competence measures and protective factors, especially caregiver self-esteem, endorsement of independence-promoting developmental goals, co-caregiver support and communication, and engaged, responsive, and cognitively challenging caregiver-child interactions. The results also support the hypothesis that caregiver distress and conflicted family relationships are associated with negative developmental outcomes for former Head Start children attending kindergarten.  相似文献   

5.
This study examined children's and adolescents' narrative accounts of everyday experiences when they harmed and helped a friend. The sample included 100 participants divided into three age groups (7‐, 11‐, and 16‐year‐olds). Help narratives focused on the helping acts themselves and reasons for helping, whereas harm narratives included more references to consequences of acts and psychological conflicts. With age, however, youth increasingly described the consequences of helping. Reasons for harming others focused especially on the narrator's perspective whereas reasons for helping others were centered on others' perspectives. With age, youth increasingly drew self‐related insights from their helpful, but not their harmful, actions. Results illuminate how reflections on prosocial and transgressive experiences may provide distinct opportunities for constructing moral agency.  相似文献   

6.
This study explored how neighborhood characteristics may relate to African American adolescents' internalizing symptoms via adolescents' social support and perceptions of neighborhood cohesion. Participants included 571 urban, African American adolescents (52% female; M age = 17.8). A multilevel path analysis testing both direct and indirect effects of neighborhood characteristics on adolescents' mental health outcomes was conducted. Higher neighborhood poverty and unemployment rates predicted greater internalizing symptoms via lower cumulative social support and perceptions of neighborhood cohesion. In contrast, higher concentrations of African American and residentially stable residents in one's neighborhood related to fewer internalizing symptoms among adolescent residents via greater cumulative social support and perceptions of neighborhood cohesion. Implications of these findings are discussed.  相似文献   

7.
Research Findings: A structural equation model (SEM) and multiple indicators and multiple causes (MIMIC) model were used to test family factors, parent psychological well-being, parent–child home activity, and parent school involvement in relation to children's school achievement. Data for this study were drawn from the Early Childhood Longitudinal Study–Kindergarten (ECLS-K), conducted by the U.S. Department of Education's National Center for Education Statistics (NCES). The sample for this study was 1,100 Asian American kindergartners and their parents. Practice or Policy: The results of this study are as follows: (a) Family factors, especially parental education levels and family income, were significantly associated with Asian American students' school achievement; (b) parent–child home activity was significantly related to students' school achievement but in a negative direction; (c) parental school involvement was not found to be significant in predicting students' school achievement; (d) parental psychological well-being was significantly associated with both parent–child home activity and students' school achievement; (e) family income was significantly associated with parental psychological well-being, parental school involvement, and children's school achievement; and (f) family structure was not significantly associated with school achievement.  相似文献   

8.
This study examined 164 African American adolescents’ (Mage = 15) daily reports of racial discrimination and parental racial socialization over 21 days. The study examined same-day and previous-day associations of adolescents’ discrimination and socialization experiences with their positive and negative psychological affect. It further explored whether racial socialization messages buffered discrimination’s effects on affect when messages were received during the same day and on the day prior to discrimination. Findings indicated the deleterious effect of racial discrimination (associated with more negative affect) and highlighted the importance of examining youth’s short-term coping in critical developmental years. Findings also showed how messages promote positive youth emotions. However, daily moderating associations differed from prior survey studies, suggesting the importance of examining short-term processes.  相似文献   

9.
This study examined parenting knowledge among Mexican‐origin adolescent mothers (N = 191; Mage = 16.26 years), family contextual factors associated with adolescents' parenting knowledge, and toddlers' (Mage = 2.01 years) subsequent developmental outcomes. Data came from home interviews and direct child assessments. Adolescents both underestimated and overestimated children's developmental timing, and showed differences in their knowledge of specific developmental domains. Instrumental support from mother figures was positively linked to adolescents' knowledge accuracy, whereas emotional support was negatively related to adolescents' knowledge confidence. Furthermore, whereas mother figures' autonomy granting was positively linked to knowledge confidence, psychological control was associated with less accurate adolescent parenting knowledge. Toddlers of adolescents with more accurate knowledge showed positive developmental functioning. Intervention implications are discussed.  相似文献   

10.
This study investigated trajectories of individual and vicarious online racial discrimination (ORD) and their associations with psychological outcomes for African American and Latinx adolescents in 6th–12th grade (N = 522; Mgrade = 9th) across three waves. Data were analyzed using growth mixture modeling to estimate trajectories for ORD and to determine the effects of each trajectory on Wave 3 depressive symptoms, anxiety, and self-esteem. Results showed four individual and three vicarious ORD trajectories, with the majority of participants starting out with low experiences and increasing over time. Older African American adolescents and people who spend more time online are at greatest risk for poor psychological functioning.  相似文献   

11.
The study examined African American, Asian American, and European American college students’ previous direct and indirect experiences of seeking professional psychological services and related attitudes. Survey data were collected from 254 European American, 182 African American and 82 Asian American college students. Results revealed that fewer African American and Asian American college students had sought professional psychological services, knew someone who had sought psychological services, and knew a close person who was diagnosed with a psychological disorder, relative to European American students. Furthermore, African American and Asian American participants showed less favorable attitudes on a variety of help-seeking attitudes, compared to the European American group.  相似文献   

12.
This study documents the experiences of parents raising African American children who have been identified as gifted. There is a small but growing body of research exploring the experiences and issues of gifted African American children. Parents play the most significant role in a child's development; however, parents of gifted African American children are not currently represented in the literature. This study utilized semi‐structured interviews with the parent or parents from 12 families to explore their experiences of rearing their gifted African American children. Particular attention was addressed to issues surrounding their children's academic and social experiences, including interactions with school, family, and community. Implications are elucidated for individuals working with this population, and suggestions for future research are provided.  相似文献   

13.
This study examined the relationship between social functioning and emergent academic development in a sample of 467 preschool children (M = 55.9 months old, SD = 3.8). Teachers reported on children's aggression, attention problems, and prosocial skills. Preliteracy, language, and early mathematics skills were assessed with standardized tests. Better social functioning was associated with stronger academic development. Attention problems were related to poorer academic development controlling for aggression and social skills, pointing to the importance of attention in these relations. Children's social skills were related to academic development controlling for attention and aggression problems, consistent with models suggesting that children's social strengths and difficulties are independently related to their academic development. Support was not found for the hypothesis that these relationships would be stronger in boys than in girls. Some relationships were stronger in African American than Caucasian children. Children's self-reported feelings about school moderated several relationships, consistent with the idea that positive feelings about school may be a protective factor against co-occurring academic and social problems.  相似文献   

14.
This study examined whether Anglo culture orientation modified the association between adolescents' perceived ethnic discrimination and ethnic identity affirmation over time in a sample of Mexican‐origin adolescent mothers (N = 205, Mage = 16.24 years). Results indicated that perceived ethnic discrimination was significantly associated with decreases in ethnic identity affirmation over time for adolescents reporting high Anglo culture orientation, but no relation existed for adolescents reporting low Anglo culture orientation. Findings suggest that a person–environment mismatch (i.e., between adolescents' perceptions of their connection to Anglo culture and the messages they receive from others regarding that connection in terms of perceived ethnic discrimination) may be detrimental to adolescents' development of positive feelings about their ethnicity.  相似文献   

15.
Two‐part latent growth models examined associations between two forms of peer status (popularity, likability) and adolescents' alcohol use trajectories throughout high school; ethnicity was examined as a moderator. Ninth‐grade low‐income adolescents (N = 364; Mage = 15.08; 52.5% Caucasian; 25.8% African American; 21.7% Latino) completed sociometric nominations of peer status and aggression at baseline, and reported their alcohol use every 6 months. After controlling for gender, aggression, ethnicity, and socioeconomic status, popularity—but not likability—prospectively predicted alcohol use trajectories. However, these effects were moderated by ethnicity, suggesting popularity as a risk factor for alcohol use probability and frequency among Caucasian and Latino, but not African American adolescents. Results suggest that developmental correlates of peer status should be considered within cultural context.  相似文献   

16.
Long-term correlates of early child care and maternal employment were examined in a representative sample of 333 6- to 12-year-old middle-class children. Intellectual, social, and behavioral development and parent-child relationships were related to nonparental infant care, center or preschool experiences, and maternal employment. Contextual analyses included child, parent, and family covariates related to choice of child care and children's development. Preschool and center day care was associated with slightly higher Wechsler Intelligence Scale for Children-Revised (WISC-R) Vocabulary scores and externalizing t scores on the Child Behavior Checklist. In addition, for African American children, center preschool experience was associated with 10-point-higher verbal intelligence scores and better ratings of positive behavioral attributes by parent and observers. Nonparental care during infancy and maternal employment patterns during the preschool years were not consistently related to the outcomes. The results of this study further support the growing consensus that the effects of early child care experiences must be considered in the context of parent, family, and child characteristics.  相似文献   

17.
Children's social and emotional competence abilities have been linked to successful social interactions and academic performance. This study examined the teacher and observer ratings of social and emotional competence for 89 young (3‐ to 5‐year‐old), African American children from economically stressed urban environments. There was a specific interest in understanding the convergence and divergence of the raters on these competence behaviors within the classroom. This study also examined the association among children's competence abilities and their overall functioning at school. There were significant associations between teacher and observer reports of children's competence. Children who were observed to be socially and emotionally competent were rated by their teachers as functioning well in school. However, there were differences among teacher and observer reports in terms of the specific behaviors that represented social and emotional competence. These findings provide support for the use of multi‐method, multi‐informant measures to assess competence among African American children. © 2012 Wiley Periodicals, Inc.  相似文献   

18.
This study examined longitudinal trajectories of parental involvement across middle and high school, and how these trajectories related to adolescents' academic, behavioral, and emotional adjustment. In addition, ethnic and socioeconomic status differences in longitudinal associations and the potential moderating role of parental warmth were assessed. Longitudinal growth modeling technique was used to describe trajectories of different types of parental involvement and adolescent outcomes over 7th, 9th, and 11th grades (mean ages = 12.9, 14.3, and 17.2 years, respectively) on an ethnically and economically diverse sample of 1,400 adolescents (51% female, 56% African American, 39% European American, 5% others). Each aspect of parental involvement contributed differentially but significantly to adolescent outcomes. Finally, parental warmth moderated the associations between providing structure at home and adolescent grade point average and problem behavior.  相似文献   

19.
This study assessed whether previous findings linking early maternal employment to lower cognitive and behavioral skills among middle‐class and White children generalized to other groups. Using a representative sample of urban, low‐income, predominantly African American and Hispanic families (n = 444), ordinary least squares regression and propensity score matching models assessed links between maternal employment in the 2 years after childbearing and children’s functioning at age 7. Children whose mothers were employed early, particularly in their first 8 months, showed enhanced socioemotional functioning compared to peers whose mothers remained nonemployed. Protective associations emerged for both part‐time and full‐time employment, and were driven by African American children, with neutral effects for Hispanics. Informal home‐based child care also heightened positive links.  相似文献   

20.
There is little empirical understanding of how young children's screen engagement links to their well-being. Data from 19,957 telephone interviews with parents of 2- to 5-year-olds assessed their children's digital screen use and psychological well-being in terms of caregiver attachment, resilience, curiosity, and positive affect in the past month. Evidence did not support implementing limits (< 1 or < 2 hr/day) as recommended by the American Academy of Pediatrics, once variability in child ethnicity, age, gender, household income, and caregiver educational attainment were considered. Yet, small parabolic functions linked screen time to attachment and positive affect. Results suggest a critical cost–benefit analysis is needed to determine whether setting firm limits constitutes a judicious use of caregiver and professional resources.  相似文献   

设为首页 | 免责声明 | 关于勤云 | 加入收藏

Copyright©北京勤云科技发展有限公司  京ICP备09084417号