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1.
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   

2.
Maltreated children are a vulnerable population, yet many of these youth follow positive developmental pathways. The primary aim was to identify social skills growth trajectories among at‐risk youth to understand processes underlying resilience. Nationally representative, longitudinal data from 1,179 families investigated for child maltreatment (Mage = 12.75) were obtained from the National Survey of Child and Adolescent Well‐Being. Four trajectories were identified—stress‐resistant, emergent resilience, breakdown, and unresponsive‐maladaptive. Protective resources from multiple levels of the youth ecology (individual, family, school, and social service) predicted positive growth social skills trajectories. Resilience process and attendant positive outcomes in multiple domains of functioning were evident among the stress‐resistant and emergent resilience trajectories. Results underscore the saliency of social skills development for resilient outcomes in youth.  相似文献   

3.
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   

4.
This study investigates heterogeneity in adolescents' trajectories of global self‐esteem (GSE) and the relations between these trajectories and facets of the interpersonal, organizational, and instructional components of students' school life. Methodologically, this study illustrates the use of growth mixture analyses, and how to obtain proper student‐level effects when there are multiple schools, but not enough to support multilevel analyses. This study is based on a 4‐year, six‐measurement‐point, follow‐up of 1,008 adolescents (Mage = 12.6 years, SD = 0.6 at Time 1.) The results show four latent classes presenting elevated, moderate, increasing, and low trajectories defined based on GSE levels and fluctuations. The results show that GSE becomes trait‐like as it increases and that school life effects, moderated by gender, played an important role in predicting membership in these trajectories.  相似文献   

5.
Personality and identity formation are intricately linked in adolescent development. The personality disposition of perfectionism has been associated with identity processes, but their longitudinal interplay in adolescence has not yet been investigated. This four-wave study, with 5- to 6-month intervals between each wave (N = 744 Caucasian adolescents, Mage = 15.2 years, 55% girls), examined associations between perfectionism (self-oriented and socially prescribed) and identity processes in the domain of future plans. Self-oriented perfectionism predicted increases in commitment making, identification with commitment, and exploration in depth. Socially prescribed perfectionism showed bidirectional positive relations with ruminative exploration. Exploration in depth predicted increases in socially prescribed perfectionism. Findings suggest that perfectionism is an important personality disposition in adolescent identity formation unfolding over time.  相似文献   

6.
Through five waves of data collection, this longitudinal study investigated the development of spatial skills in 304 elementary school children (Mage = 7.64 years) as they progressed from the second to fourth grade. The study focused on whether multiple latent classes with different developmental profiles best explain development. Spatial skills were measured by tests featuring two‐dimensional figures. Mathematics achievement was measured by the statewide end‐of‐year test and was included as a distal outcome variable. The role of covariates, including socioeconomic status, verbal working memory, and gender, was also explored. The results indicate a need to view two‐dimensional spatial skills development as multidimensional with two developmental profiles predicted by socioeconomic status, verbal working memory, and gender. The developmental profiles predicted differences in mathematics achievement.  相似文献   

7.
This study investigated the development of relational aggression (RA) in a sample of Chinese youth (N = 2,274, 52% boys) from fourth (Mage = 10.27 years) to ninth grade. Using latent class growth analysis, four trajectories were identified for both peer- and teacher-rated RA: a no aggression trajectory, a low-increasing trajectory, a moderate-decreasing trajectory, and a chronically high trajectory. Chronically high RA showed a chronicity effect on adolescent peer acceptance, rejection, and rule-breaking behaviors. Adolescents showed worse adjustment as RA increased, but they did not necessarily evidence significant improvement in adjustment even if their RA decreased. Findings reveal the maladaptive nature of RA and highlight the importance of considering cultural context in understanding RA.  相似文献   

8.
This study examined trajectories of ethnic–racial identity (ERI) and autonomy development among Mexican‐origin adolescent females in the United States (N = 181; Mage at Wave 1 = 16.80 years, SD = 1.00) as they transitioned through the first 5 years of parenthood. Trajectories of ERI and autonomy also were examined in relation to psychosocial functioning. Unconditional latent growth models indicated significant growth in autonomy, ERI resolution, and ERI affirmation from middle to late adolescence. Conditional latent growth models indicated that autonomy and ERI exploration growth trajectories were positively associated with psychosocial adjustment. Although adolescent mothers are experiencing transitions that are not normative during adolescence, they also engage in normative developmental processes, and their engagement in such processes is linked with better adjustment.  相似文献   

9.
In this quasi‐experimental study, the researchers examined the effects of implementing Readers Theatre in a second grade classroom, comprised of seven and eight‐year‐old students. The 70 subjects were chosen as a non‐probability sample from two different classes and served as the treatment (n = 29) and comparison (n = 41) groups. A repeated measures analysis of variance revealed statistically significant interaction and time effects. The post hoc analysis of simple effects indicated that the Readers Theatre treatment yielded larger effects on word recognition automaticity and prosody. Practical implications of this study suggest that consistent implementation of Readers Theatre in grade two classrooms can have a large impact on students' reading fluency.  相似文献   

10.
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   

11.
The present study followed a sample of first‐grade (N = 316, Mage = 7.05 at first test) through fourth‐grade students to evaluate dynamic developmental relations between vocabulary knowledge and reading comprehension. Using latent change score modeling, competing models were fit to the repeated measurements of vocabulary knowledge and reading comprehension to test for the presence of leading and lagging influences. Univariate models indicated growth in vocabulary knowledge, and reading comprehension was determined by two parts: constant yearly change and change proportional to the previous level of the variable. Bivariate models indicated previous levels of vocabulary knowledge acted as leading indicators of reading comprehension growth, but the reverse relation was not found. Implications for theories of developmental relations between vocabulary and reading comprehension are discussed.  相似文献   

12.
This prospective longitudinal study evaluated changes in psychological distress among adolescents, pre-pandemic to intra-pandemic, the extent to which within-person and between-person differences in trait multidimensional perfectionism were associated with such changes, and the role of stress in explaining associations between perfectionism and psychological distress. Adolescents (N = 187; 80% female; 78% White, 7% Asian Canadian, 2% Indigenous Peoples in Canada, 2% Black or African Canadian, 2% Latin Canadian, or 9% Other; Mage = 17.96 years) completed online surveys assessing perfectionism (i.e., self-oriented perfectionism and socially prescribed perfectionism), depression, anxiety, and stress pre-pandemic (i.e., March 12, 2020 or earlier) and during Ontario, Canada's first (i.e., March 13, 2020 to July 24, 2020) and second (December 26, 2020 to February 7, 2021) government-mandated lockdowns. Between-person differences and within-person changes in multidimensional trait perfectionism were associated with increases in psychological distress and perceived stress. Perceived stress served as an intermediary pathway linking multidimensional trait perfectionism to psychological distress during the pandemic.  相似文献   

13.
Data from a sample of 462 Mexican‐American adolescents (M = 10.4 years, SD = .55; 48.1% girls), mothers, and fathers were used to test an ethnic socialization model of ethnic identity and self‐efficacy that also considered mainstream parenting styles (e.g., authoritative parenting). Findings supported the ethnic socialization model: parents’ endorsement of Mexican‐American values were associated with ethnic socialization at fifth grade and seventh grade; maternal ethnic socialization at fifth grade and paternal ethnic socialization at seventh grade were associated with adolescents’ ethnic identity exploration at 10th grade and, in turn, self‐efficacy at 12th grade. The findings support ethnic socialization conceptions of how self‐views of ethnicity develop from childhood across adolescence in Mexican‐American children.  相似文献   

14.
This study examined longitudinal effects of adolescent and parent cultural stress on adolescent and parent emotional well-being and health behaviors via trajectories of adolescent and parent family functioning. Recent immigrant Latino adolescents (Mage = 14.51) and parents (Mage = 41.09; N = 302) completed measures of these constructs. Latent growth modeling indicated that adolescent and parent family functioning remained stable over time. Early levels of family functioning predicted adolescent and parent outcomes. Baseline adolescent cultural stress predicted lower positive adolescent and parent family functioning. Latent class growth analyses produced a two-class solution for family functioning. Adolescents and parents in the low family functioning class reported low family functioning over time. Adolescents and parents in the high family functioning class experienced increases in family functioning.  相似文献   

15.
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   

16.
This research examined the development of stress responses across second to sixth grades and whether exposure to peer victimization alters stress response trajectories. Youth (338 girls; 298 boys; Mage = 7.97 years, SD = .37) reported on stress responses; teachers and youth reported on peer victimization. Latent growth curve modeling revealed an increase in effortful engagement responses and a decrease in disengagement and involuntary engagement responses during this period. Peer victimization disrupted these normative trajectories, resulting in less effortful engagement and more effortful disengagement and involuntary stress responses in early adolescence. These findings suggest that early peer victimization sensitizes youth to stress by interfering with the development of effective coping and fostering maladaptive stress responses.  相似文献   

17.
This study explored heterogeneous developmental trajectories of academic achievement and their relations to trajectories of life satisfaction and trajectories of suicidal ideation among Chinese elementary school students. A sample of 547 students (55.0% boys; Mage = 9.00 years, SD = 0.76 at Time 1) completed a packet of measures on five occasions across two years, using 6-month intervals. Three distinct trajectories of academic achievement were identified: “high-stable” (86.28%), “low-increasing” (8.94%), and “low-decreasing” (4.78%). Girls demonstrated higher academic achievement than boys. Students displaying adverse developmental trends in academic achievement were more likely to show adverse trends in life satisfaction. Finally, trajectories of academic achievement and trajectories of suicidal ideation were related for girls, but not boys. Programs promoting academic achievement may require adaptations for the differing genders and start as early as elementary school.  相似文献   

18.
The present study leveraged data from a longitudinal adoption study of 361 families recruited between 2003 and 2010 in the United States. We investigated how psychopathology symptoms in birth parents (BP; Mage = 24.1 years; 50.5–62.9% completed high school) and adoptive parents (AP; Mage = 37.8 years; 80.9% completed college; 94% mother–father couples) influenced children's behavioral inhibition (BI) trajectories. We used latent growth models of observed BI at 18 and 27 months, and 4.5 and 7 years in a sample of adopted children (Female = 42%, White = 57%, Black = 11%, Multi-racial = 21%, Latinx = 9%). BI generally decreased over time, yet there was substantial variability in these trajectories. Neither BP nor AP psychopathology symptoms independently predicted systematic differences in BI trajectories. Instead, we found that AP internalizing symptoms moderated the effects of BP psychopathology on trajectories of BI, indicating a gene by environment interaction.  相似文献   

19.
This study examined longitudinal acculturation patterns, and their associations with family functioning and adolescent risk behaviors, in Hispanic immigrant families. A sample of 266 Hispanic adolescents (Mage = 13.4) and their primary parents completed measures of acculturation, family functioning, and adolescent conduct problems, substance use, and sexual behavior at five timepoints. Mixture models yielded three trajectory classes apiece for adolescent and parent acculturation. Assimilated adolescents reported the poorest family functioning, but adolescent assimilation negatively predicted adolescent cigarette smoking, sexual activity, and unprotected sex indirectly through family functioning. Follow‐up analyses indicated that discrepancies between adolescent and parent family functioning reports predicted these adolescent outcomes. Results are discussed regarding acculturation trajectories, adolescent risk behavior, and the mediating role of family functioning.  相似文献   

20.
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   

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