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 共查询到20条相似文献，搜索用时 31 毫秒
1.
The current study examined how discrimination relates to adjustment outcomes in a sample of internationally, transracially adopted Korean Americans from the Minnesota Sibling Interaction and Behavior Study (N = 456 adoptees; Mage at T1 = 14.9, Mage at T2 = 18.3, Mage at T3 = 22.3). The moderating roles of ethnic socialization and preparation for bias by parents (i.e., ethnic-racial socialization) were also examined. Results indicated that discrimination predicted higher levels of depressive and externalizing symptoms in youth who reported less preparation for bias. In those experiencing more preparation for bias, associations were not significantly different from zero. Ethnic socialization did not moderate these associations. Such findings provide important information for adoptive parents regarding how to prepare their children to cope with discrimination.  相似文献   

2.
This study aimed to relate school diversity approaches to continuity and change in teacher–student relationships, comparing Belgian-majority (N = 1,875, Mage = 14.56) and Turkish and Moroccan-minority adolescents (N = 1,445, Mage = 15.07). Latent-Growth-Mixture-Models of student-reported teacher support and rejection over 3 years revealed three trajectories per group: normative-positive (high support, low rejection) and decreasing-negative (moderate support, high-decreasing rejection) for both groups, increasing-negative (moderate support, low-increasing rejection) for minority, moderate-positive (moderate support, low rejection) for majority youth. Trajectories differed between age groups. Student and teacher perceptions of equality and multiculturalism afforded, and assimilationism threatened, normative-positive trajectories for minority youth. Diversity approaches had less impact on majority trajectories. Normative-positive trajectories were related to improved school outcomes; they were less likely, but more beneficial for minority than majority youth.  相似文献   

3.
While social difficulties in autism are well-established, questions remain regarding whether these represent challenges in acquiring or performing such skills, reduced social strengths, or a unique distribution across these domains (i.e., social profile). This study empirically derived social profiles of 211 autistic and non-autistic youth (Mage = 13.50; Autistic N = 150; Male N = 151; 85.3% White). Assessments occurred between 2016 and 2020. Results showed that autistic youth exhibit significantly more social acquisition and performance deficits and fewer strengths than nonautistic youth (ds = −.44 to .65). Performance deficits were most—and acquisition deficits least—prominent within autistic profiles, potentially implicating longstanding theoretical models of social difficulties in autism, and supporting new, idiographic approaches for conceptualizing, assessing, and treating social challenges.  相似文献   

4.
Extracurricular groups can promote healthy development, yet the literature has given limited attention to indirect associations between extracurricular involvement and mental health or to sexual and gender minority youth. Among 580 youth (Mage = 15.59, range = 10–20 years) and adult advisors in 38 Gender-Sexuality Alliances (GSAs), multilevel structural equation models showed that greater engagement in GSAs over the school year predicted increased perceived peer validation, self-efficacy to promote social justice, and hope (baseline adjusted). Through increased hope, greater engagement indirectly predicted reduced depressive and anxiety symptoms at the year’s end (baseline adjusted). GSAs whose members had more mental health discussions and more meetings reported reduced mental health concerns. Findings suggest how groups addressing issues of equity and justice improve members’ health.  相似文献   

5.
A cross‐sectional study explored the presence and power of developmental assets in a sample of youth from rural South African townships. Learners (female = 58%; Mage = 17.1; N = 505) attending three township high schools completed self‐report measures of developmental assets and thriving outcomes. Participants reported contextual assets (e.g., family, school, community) in the vulnerable ranges, with gender, family structure, and school type accounting for some differences. Correlation and regression analyses revealed that five asset contexts (family, school, community, personal, social) were uniquely predictive of thriving outcomes. Discussion focuses on contextual expressions of positive youth development among Zulu township youth in challenging environments.  相似文献   

6.
Tracing developmental pathways of immigrant-origin adolescents, this 3-year longitudinal study (2012–2015) examined within-person changes in cultural orientations and their consequences for school adjustment. Multivariate latent growth mixture modeling confirmed multiple pathways of integration, revealing variable acculturative changes along dual trajectories of heritage and mainstream orientations among European-origin (N = 592, Mage = 14.45, 55.1% boys) and Turkish- and Moroccan-origin adolescents (N = 1269, Mage = 14.70, 53.1% boys). Two trajectories for European-origin adolescents differed in heritage orientations (high decreasing and low increasing); for Turkish- and Moroccan-origin adolescents, three trajectories differed in mainstream orientations (high stable, low increasing, and high decreasing). Acculturative change affected aspects of later school adjustment: European-origin adolescents in high heritage orientation trajectories reported more belonging and emotional engagement; Turkish- and Moroccan-origin adolescents in high mainstream orientation trajectories reported more behavioral engagement.  相似文献   

7.
This study examined how Greek and immigrant youth adapted to school life during the economic recession in Greece. Two cohorts of adolescents (Mage = 12.6 years) were compared, one assessed before the crisis and the other during the crisis (N = 1,057 and 1,052, respectively). Cohort findings were disaggregated by immigrant status, generation, and ethnic group. Crisis‐cohort youth experienced more economic problems, displayed worse conduct, higher levels of absenteeism, and lower self‐efficacy than precrisis youth. The cohorts did not differ in well‐being, school engagement, and academic achievement. Most crisis‐cohort groups showed a pervasive increase in conduct problems compared to the precrisis cohort. However, some of these groups also showed an increase in academic achievement.  相似文献   

8.
Executive functions' (EF) role in adolescents' advanced theory of mind (aToM) was examined. In Study 1, adolescents (N = 189 in 2017, Mage = 13.1 years, 55.6% female from racially/ethnically diverse schools) completed the Flexibility and Automaticity of Social Cognition task (FASC), and shifting and inhibition measures. Study 2 (N = 289 in 2018 and 2019, Mage = 15.7 years, 59.9% female, 56.4% Hispanic/Latino) replicated Study 1 in older adolescents using automated scoring of FASC flexibility. Flexibility of social cognition varied based on ambiguity and language use; automaticity of social cognition varied by ambiguity. The role of EF was less conclusive; shifting and inhibition predicted some flexibility and automaticity measures. Ambiguity, language, and EF, particularly shifting, influence aToM into adolescence.  相似文献   

9.
The authors examined how children’s frontal electroencephalogram (EEG) theta/beta ratio—an index of neurocognitive control—changed from baseline to a social stressor, and whether these EEG changes moderated the relation between temperament and anxiety. Children (N = 152; Mage = 7.82 years, 52% male, 81% White) had their EEG recorded during a baseline and speech anticipation condition. Children’s frontal theta/beta ratio decreased from baseline to speech anticipation, and this baseline-to-task change moderated the relation between temperamental shyness and social anxiety. Temperamental shyness was related to higher state and trait social anxiety only among children with large baseline-to-task decreases in theta/beta ratio. Findings are consistent with theoretical models hypothesizing that temperamentally shy children with heightened neurocognitive control may be at greater risk for anxiety.  相似文献   

10.
Trajectories of adjustment were examined in a sample of street-involved youth across a 1-year period. Participants (N = 113; Mage = 14.18 years; 80.5% male, 91% non-White) were recruited in three Brazilian cities. Interviews conducted at three time points included six measures of physical and psychological adjustment. Unconditional growth models revealed linear declines over time (i.e., improved adjustment) on three indicators: health symptoms, sexual risk behaviors, and negative affect. There were no linear changes in drug use, positive affect, or life satisfaction. Conditional growth models revealed few significant effects for age or gender, but ratings of stressful life events moderated longitudinal changes in health symptoms, drug use, and negative affect. Implications for practice, policy, and theory are discussed.  相似文献   

11.
Beliefs about emotion utility can influence context-sensitive emotion goals (i.e., desired emotional responses). Although key for emotion regulation, emotion goals have been overlooked in children and adolescents. In 2018–2019 results of Studies 1 and 2 showed that children (N = 192, Mage = 8.65, 47% girls, 96% White) were less motivated by and found anger less useful in confrontation than adolescents (N = 192, Mage = 12.96, 50% girls, 93% White) and adults (N = 195, Mage = 29.82, 51% women, 96% White). The link between emotion goals and beliefs about emotion utility was weaker in children. In 2021, Study 3 (N = 60, 8-year-olds, 47% girls, 90% White) ruled out expectations as a possible explanation for the previous findings. Context-sensitive utility of emotions may be acquired during development.  相似文献   

12.
Three studies examined the effects of receiving fewer signs of positive feedback than others on social media. In Study 1, adolescents (N = 613, Mage = 14.3 years) who were randomly assigned to receive few (vs. many) likes during a standardized social media interaction felt more strongly rejected, and reported more negative affect and more negative thoughts about themselves. In Study 2 (N = 145), negative responses to receiving fewer likes were associated with greater depressive symptoms reported day-to-day and at the end of the school year. Study 3 (N = 579) replicated Study 1’s main effect of receiving fewer likes and showed that adolescents who already experienced peer victimization at school were the most vulnerable. The findings raise the possibility that technology which makes it easier for adolescents to compare their social status online—even when there is no chance to share explicitly negative comments—could be a risk factor that accelerates the onset of internalizing symptoms among vulnerable youth.  相似文献   

13.
This meta-analysis synthesizes the empirical data on problem behaviors among foreign- (G1) and U.S-born (G2+) youth and explores the effects of immigrant status on youth internalizing and externalizing problems. A random effects meta-regression with robust variance estimates summarized effect sizes for internalizing and externalizing problems across 91 studies (N = 179,315, Mage = 13.98). Results indicated that G1 youth reported significantly more internalizing problems (g = .06), and fewer externalizing problems than G2+ youth (g = −.06). Gender and sample type moderated the effects. The findings provide a first-step toward reconciling mixed support for the immigrant paradox by identifying for whom and under what conditions the immigrant experience serves as a risk or protective factor for youth.  相似文献   

14.
What strategies help ethnic minority adolescents to cope with racism? The present study addressed this question by testing the role of ethnic identity, social support, and anger expression and suppression as moderators of the discrimination–adjustment link among 269 Mexican‐origin adolescents (Mage = 14.1 years), 12–17 years old from the Midwestern U.S. Results from multilevel moderation analyses indicated that ethnic identity, social support, and anger suppression, respectively, significantly attenuated the relations between discrimination and adjustment problems, whereas outward anger expression exacerbated these relations. Moderation effects differed according to the level of analysis. By identifying effective coping strategies in the discrimination–adjustment link at specific levels of analysis, the present findings can guide future intervention efforts for Latino youth.  相似文献   

15.
Mental health disparities between sexual minority and other youth have been theorized to result in part from the effects of the stigmatization on social integration. Stochastic actor‐based modeling was applied to complete network data from two high schools in the National Longitudinal Study of Adolescent Health (Mage = 15 years, N = 2,533). Same‐sex attracted youth were socially marginalized in a smaller predominantly White school but not in a larger, more racially diverse school. For both schools, homophily was a critical network feature, and could represent social support for and social segregation of such youth. These findings emphasize the school context in studying the social lives of sexual minority youth and suggest that youth may be better off socially in larger and more diverse schools.  相似文献   

16.
Previous research on Montessori preschool education is inconsistent and prone to analytic flexibility. In this preregistered study, disadvantaged preschoolers in a French public school were randomly assigned to either conventional or Montessori classrooms, with the latter being adapted to French public education. Adaptations included fewer materials, shorter work periods, and relatively limited Montessori teacher training. Cross-sectional analyses in kindergarten (N = 176; Mage = 5–6) and longitudinal analyses over the 3 years of preschool (N = 70; Mage = 3–6) showed that the adapted Montessori curriculum was associated with outcomes comparable to the conventional curriculum on math, executive functions, and social skills. However, disadvantaged kindergarteners from Montessori classrooms outperformed their peers on reading (d = 0.68). This performance was comparable to that of advantaged children from an accredited Montessori preschool.  相似文献   

17.
Frontal asymmetry (FA), the difference in brain activity between the left versus right frontal areas, is thought to reflect approach versus avoidance motivation. This study (2012–2021) used functional near-infrared spectroscopy to investigate if infant (Mage = 7.63 months; N = 90; n = 48 male; n = 75 White) FA in the dorsolateral prefrontal cortex relates to psychopathology in later childhood (Mage = 62.05 months). Greater right FA to happy faces was associated with increased internalizing (η2 = .09) and externalizing (η2 = .06) problems at age 5 years. Greater right FA to both happy and fearful faces was associated with an increased likelihood of a lifetime anxiety diagnosis (R2 > .13). FA may be an informative and early-emerging marker for psychopathology.  相似文献   

18.
Adolescents' perceptions of peers' relational characteristics (e.g., support, trustworthiness) were examined for subtypes of youth who evidenced chronic maladaptive behavior, chronic peer group rejection, or combinations of these risk factors. Growth mixture modeling was used to identify subgroups of participants within a normative sample of youth (N = 477; 50% female) for whom data had been gathered from fifth grade (Mage = 10.61) through eighth grade (Mage = 13.93). Results revealed that both enduring individual vulnerability (i.e., chronic withdrawn or chronic aggressive behavioral dispositions) and interpersonal adversity (i.e., chronic peer group rejection) were linked with either differences or changes in adolescents' perceptions of their peers' supportiveness and trustworthiness across the early adolescent age period.  相似文献   

19.
The protective role of strength of group identity was examined for youth in a context of protracted political conflict. Participants included 814 adolescents (Mage = 13.61, SD = 1.99 at Time 1) participating in a longitudinal study in Belfast, Northern Ireland. Utilizing hierarchical linear modeling, the results show that the effect of exposure to sectarian antisocial behaviors has a stronger effect on youth emotion problems for older adolescents. The results also show that youth with higher strength of group identity reported fewer emotion problems in the face of sectarian antisocial behavior but that this buffering effect is stronger for Protestants compared to Catholics. Implications are discussed for understanding the role of social identity in postaccord societies.  相似文献   

20.
Salient practices in the parenting literature—support and control—have seldom been applied to understanding lesbian, gay, bisexual, transgender, queer, or questioning (LGBTQ) youth mental health. We examine associations among perceived parental social support, psychological control, and depressive symptoms for LGBTQ youth in the United States (n = 536; Mage = 18.98; 48.1% women; 25.2% Black or African American; 37.1% Hispanic or Latino/a/x). Data were collected in 2011–2012. Results indicated joint effects of social support and psychological control predicting youth depressive symptoms. Multiple group analysis yielded a significant interaction of parenting practices for youth whose parent(s) did not know their LGBTQ identity. Findings support further consideration of parental support and control in relation to LGBTQ youth well-being.  相似文献   

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