Daily variation in ethnic identity,ethnic behaviors,and psychological well-being among American adolescents of Chinese descent     

Yip T  Fuligni AJ 《Child development》2002,73(5):1557-1572

This study examined the links among Chinese American adolescents' (N = 96) global ethnic identity and their ethnic behaviors, ethnic identity salience, and psychological well-being based on daily diaries collected over a 2-week period. The daily association between engagement in ethnic behaviors and ethnic salience was positive regardless of overall ethnic identity. The daily-level association between ethnic identity salience and well-being, however, was dependent on adolescents' global ethnic identity. Among adolescents who were moderate or high in global ethnic identity, ethnic identity salience was consistently associated with positive well-being at the daily level. In contrast, the daily association between ethnic identity salience and well-being was less strong for youths who were low in ethnic identity. Additionally, a higher level of salience and a weaker association between salience and negative symptoms was found for girls than for boys, and older youths reported a weaker association between salience and positive symptoms than did younger youths.  相似文献   

Sharing lesson plans over the World Wide Web:important components     

Tiffany A. Koszalka  Jeroen Breman  Malena K. Moore 《Education and Information Technologies》1999,4(2):143-151

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Discrimination and Sleep Mediate Ethnic/Racial Identity and Adolescent Adjustment: Uncovering Change Processes With Slope-as-Mediator Mediation     

Tiffany Yip  Heining Cham  Yijie Wang  Mona El-Sheikh 《Child development》2020,91(3):1021-1043

This study employs slope-as-mediator techniques to explore how the daily association between ethnic/racial discrimination and sleep disturbances serves as an intermediary link between ethnic/racial identity (ERI) and psychological adjustment. In a diverse sample of 264 adolescents (M_age = 14.3 years old, 70% female, 76% United States born, 25% African American, 32% Asian American, 43% Latinx), discrimination was associated with sleep disturbance. Furthermore, ERI commitment buffered the impact of discrimination on sleep, whereas ERI exploration exacerbated the impact of discrimination. Finally, the daily level association between discrimination and sleep (i.e., daily slope) mediated the association between ERI and adolescent adjustment. Substantive links between discrimination and sleep are discussed as well as broader applications of slope-as-mediator techniques.  相似文献   

The Relation Between Classroom Age Composition and Children’s Language and Behavioral Outcomes: Examining Peer Effects     

Tiffany J. Foster  Margaret Burchinal  Noreen Yazejian 《Child development》2020,91(6):2103-2122

Grouping children of different ages in the same preschool classroom (i.e., mixed age) is widespread, but the evidence supporting this practice is mixed. A factor that may play a role in the relation between classroom age composition and child outcomes is peer skill. This study used a sample of 6,338 preschoolers (ages 3–5) to examine the influence of both classroom age composition and peer skill on children’s behavioral and language outcomes. Results supported the growing literature indicating preschoolers’ skills are higher when peer skill is higher, but differences related to classroom age composition were not found. These findings further support the view that peer skill plays an important role in preschool children’s outcomes.  相似文献   

Routine Language: Speech Directed to Infants During Home Activities     

Catherine S. Tamis-LeMonda  Stephanie Custode  Yana Kuchirko  Kelly Escobar  Tiffany Lo 《Child development》2019,90(6):2135-2152

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African American racial identity across the lifespan: identity status, identity content, and depressive symptoms     

Yip T  Seaton EK  Sellers RM 《Child development》2006,77(5):1504-1517

Cluster analytic methods were used to create 4 theorized ethnic identity statuses (achieved, foreclosed, moratorium, and diffused) among 940 African American adolescents (13-17 years old), college students (18-23 years old), and adults (27-78 years old). Evidence for the existence of 4 identity statuses was found across the 3 age groups. The distribution of individuals differed by age group, with the older participants disproportionately occupying the more mature statuses. Identity status was related to identity content such that achieved individuals reported higher levels of racial centrality and private regard. Finally, there was a significant interaction between developmental age group and identity status for depressive symptoms such that diffused college students reported higher symptoms than achieved college students. No status differences were found for the other 2 age groups.  相似文献   

The Impact of Background Television on Parent–Child Interaction     

Heather L. Kirkorian  Tiffany A. Pempek  Lauren A. Murphy  Marie E. Schmidt  Daniel R. Anderson 《Child development》2009,80(5):1350-1359

This study investigated the hypothesis that background television affects interactions between parents and very young children. Fifty-one 12-, 24-, and 36-month-old children, each accompanied by 1 parent, were observed for 1 hr of free play in a laboratory space resembling a family room. For half of the hour, an adult-directed television program played in the background on a monaural television set. During the other half hour, the television was not on. Both the quantity and quality of parent–child interaction decreased in the presence of background television. These findings suggest one way in which early, chronic exposure to television may have a negative impact on development.  相似文献   

PARENT‐TEACHER RELATIONSHIPS IN ELEMENTARY SCHOOL: AN EXAMINATION OF PARENT‐TEACHER TRUST     

Rachel T. Santiago  S. Andrew Garbacz  Tiffany Beattie  Christabelle L. Moore 《Psychology in the schools》2016,53(10):1003-1017

Trust is an important dimension of parent educational involvement and parent‐teacher relationships. Preliminary research suggests that parent trust in teachers and schools is associated with student learning and behavior. However, examinations of parent trust in children's education are limited. The present study investigated the influence of demographic variables on parent trust and relations among parent trust, student behavior, and parent involvement. Findings suggested that student eligibility for a free or reduced‐price lunch predicted parent trust of teachers and schools, parent trust was correlated with dimensions of student behavior, and parent trust of teachers predicted parent involvement. Implications for parent involvement and parent‐teacher relationships are discussed.  相似文献   

Interest-Driven Learning Among Middle School Youth in an Out-of-School STEM Studio     

Michael A. Evans  Megan Lopez  Donna Maddox  Tiffany Drape  Rebekah Duke 《Journal of Science Education and Technology》2014,23(5):624-640

The concept of connected learning proposes that youth leverage individual interest and social media to drive learning with an academic focus. To illustrate, we present in-depth case studies of Ryan and Sam, two middle-school-age youth, to document an out-of-school intervention intended to direct toward intentional learning in STEM that taps interest and motivation. The investigation focused on how Ryan and Sam interacted with the designed elements of Studio STEM and whether they became more engaged to gain deeper learning about science concepts related to energy sustainability. The investigation focused on the roles of the engineering design process, peer interaction, and social media to influence youth interest and motivation. Research questions were based on principles of connected learning (e.g., self-expression, lower barriers to expertise, socio-technical supports) with data analyzed within a framework suggested by discursive psychology. Analyzing videotaped excerpts of interactions in the studio, field notes, interview responses, and artifacts created during the program resulted in the following findings: problem solving, new media, and peer interaction as designed features of Studio STEM elicited evidence of stimulating interest in STEM for deeper learning. Further research could investigate individual interest-driven niches that are formed inside the larger educational setting, identifying areas of informal learning practice that could be adopted in formal settings. Moreover, aspects of youth’s STEM literacy that could promote environmental sustainability through ideation, invention, and creativity should be pursued.  相似文献   

Adapting Service-Learning into the Online Technical Communication Classroom: A Framework and Model     

Tiffany Bourelle 《Technical Communication Quarterly》2014,23(4):247-264

Previous research in technical communication indicates service-learning pedagogies can help prepare students for the workplace. The field, however, has only recently and tentatively extended these pedagogies into online environments and has not yet demonstrated how and whether such service-eLearning could as effectively bridge the gap between the classroom and workplace. In this article, the author discusses one such extension and offers a framework and model.  相似文献