New Directions for Child and Adolescent Development最新文献

A cultural pluralism climate values differences between groups and fosters learning about different cultures. This study investigated the relation between four facets of cultural pluralism climate (learning about multicultural topics, learning about intercultural relations, interest shown by teachers, interest shown by non-immigrant students) and immigrant students' self-esteem, academic self-concept, achievement and perceived discrimination. We furthermore tested whether academic self-concept, self-esteem, and perceived discrimination mediated the relation between the four facets and achievement. Relying on a sample of 700 immigrant students (M_age = 12.62 years; SD = 1.12; 45.4% female) from 87 Austrian secondary school classes, all effects were estimated at two levels (L1, individual student level; L2, classroom level) in multilevel mediation models. It was shown that learning about multicultural topics and intercultural relations, and interest shown by teachers positively predicted academic self-concept and self-esteem at L1. Learning about intercultural relations negatively predicted discrimination at L1. At L2, learning about intercultural relations positively predicted academic self-concept and negatively predicted perceived discrimination. None of the facets predicted achievement at L1 and L2. However, academic self-concept (positively) and self-esteem (negatively) fully mediated the effect of learning about multicultural topics, learning about intercultural relations, and interest shown by teachers on achievement at L1.

Discriminatory legislation targeting Latinx immigrants in the United States has shifted how parents communicate with their children about the hostile political climate. One way that Latinx parents talk about and prepare their children to face prejudice is through ethnic-racial socialization, which can promote children's positive development. Few scholars, however, have focused on how Latinx immigrant families with precarious documentation status socialize their children around issues of immigration, documentation status, and the potential for family separation. The current study seeks to broaden our understanding and conceptualization of ethnic-racial socialization practices among Latinx immigrant families living in the United States to include documentation status socialization to better capture the messages parents transmit to their children about the causes and potential impacts of their documentation status. Thirty-nine Latinx immigrant mothers aged 35-53 (M = 41.66), (22 undocumented, 17 documented) were interviewed regarding the ways in which their documentation status informs their ethnic-racial socialization practices. Five subthemes of Documentation Status Socialization were identified among both undocumented and documented parents. Example of subthemes included Limitations and Restrictions of Undocumented Status, and Documentation Privilege, in which parents discussed the limitation of being undocumented as well as the privilege that comes with the legal documentation status with their youth. Our findings yield important implications for practice and research alike.

Despite evidence that acculturation hassles (such as discrimination and language hassles) relate to poorer adjustment for adolescents of immigrant descent, we know less about the psychological processes underlying these associations. In this study, we test whether reduced psychological needs satisfaction in terms of a lower sense of belonging, autonomy, and competence, mediates the associations of acculturation hassles with psychological distress and academic adjustment. Our sample included 439 seventh graders from 15 schools in Germany (51% female, M_age = 12.4 years, SD = .73). Results revealed that adolescents who experienced greater discrimination and language hassles showed a lower sense of belonging with classmates and subsequently, greater psychological distress. Those who experienced greater language hassles also exhibited a lower sense of perceived competence, and ultimately poorer academic adjustment. We conclude that self-determination theory (SDT) provides an important framework to explain key processes underlying the links between acculturation hassles with psychological distress and academic (mal-)adjustment. Strengthening belonging and competence among adolescents of immigrant descent may enhance their well-being in the face of acculturation hassles.

Peer group integration is a crucial acculturative goal for immigrant adolescents who, in order to reach this goal, may use bullying and/or aggressive behavior. The present study aims to explore the underlying aggression motives by investigating the importance of three motives (anger, power, and affiliation) for five different forms of aggressive behavior (bullying, cyberbullying, physical, verbal, and relational aggression) in three groups of adolescents (non-immigrants, first-generation and second-generation immigrants) in Cyprus. The sample consists of 507 non-immigrant Greek Cypriots, 149 first-generation and 93 second-generation immigrants (age M = 16.1, SD = 0.39; range 15-19; 52% female). Data was collected via validated self-report scales. In line with our hypotheses, latent means and covariances structure (MACS) models revealed that the affiliation motive was a stronger predictor for all five forms of aggressive behavior among first-generation immigrant adolescents indicating that the need to belong is especially important for their acculturation. The practical importance of these findings for better integrating newcomer immigrants in schools and aggression prevention are discussed.

This study explores the protective effects of family cohesion and school belongingness against the negative consequences of bullying. 481 immigrant and nonimmigrant US middle-school students (Mage = 13.28(0.87), 49% female; 36% ethnic minority) self-reported their experiences being bullied, school belongingness, family cohesion, and socioemotional well-being measured as externalizing, internalizing, and prosocial behaviors. First- or second-generation immigrant youth (n = 72) came from 30 countries in Europe, Asia, Africa, South America, and the Caribbean. Family cohesion served as a protective factor for both immigrant and nonimmigrant youth, but for different outcomes of bullying experiences. For immigrant youth who experienced more bullying, having a more cohesive family was associated with decreased levels of internalizing problems. Additionally, stronger school belongingness and especially family cohesion related to more prosocial behaviors among more frequently bullied immigrant youth. Nonimmigrant youth who experienced bullying, however, reported fewer externalizing problems when they had stronger family cohesion and especially school belongingness. The findings highlight the importance of considering the interacting systems in which immigrant youth are embedded and suggest that family cohesion as a protective factor may work differently for immigrant than for nonimmigrant youth experiencing bias-based bullying.

Prior studies investigating the association between acculturation and adolescent adjustment have often focused on specific acculturation domains rather than examining these domains collectively in a profile typology. Here, we investigate stability and change patterns in Mexican American adolescent acculturation profiles over time, using a two-wave longitudinal dataset spanning 5 years. Using latent profile analysis, three adolescent acculturation profiles were identified at Waves 1 and 2: integrated; moderately integrated; and moderately assimilated. Using latent transition analysis, four acculturation transition profiles were identified across time: stable integrated; stable moderately integrated; progressive; and regressive. Over half of all adolescents were identified as belonging to the stable integrated and stable moderately integrated transition profiles. Adolescents classified in the stable integrated profile reported the highest levels of adjustment (academic competence and socioemotional well-being) relative to those with other transition profiles. Findings from this study contribute to a comprehensive understanding of the dynamic process of acculturation among Mexican American adolescents, and provide useful insights to inform interventions and policies aimed at improving Mexican-origin adolescents' adaption to US culture while maintaining their heritage Mexican culture.

Developmental researchers often have research questions about cross-lag effects-the effect of one variable predicting a second variable at a subsequent time point. The cross-lag panel model (CLPM) is often fit to longitudinal panel data to examine cross-lag effects; however, its utility has recently been called into question because of its inability to distinguish between-person effects from within-person effects. This has led to alternative forms of the CLPM to be proposed to address these limitations, including the random-intercept CLPM and the latent curve model with structured residuals. We describe these models focusing on the interpretation of their model parameters, and apply them to examine cross-lag associations between reading and mathematics. The results from the various models suggest reading and mathematics are reciprocally related; however, the strength of these lagged associations was model dependent. We highlight the strengths and limitations of each approach and make recommendations regarding modeling choice.

Developmental scientists are often interested in subgroups of people who share commonalities in aspects of development; these subgroups often cannot be captured directly but instead must be inferred from other information. Mixture models can be used in these situations. Two specific types of mixture models, latent profile transition analyses and growth mixture models, are highly relevant to developmental science because they can identify subgroups of people who are similar in their patterns of change. This guide highlights foundational aspects of these two types of models and is intended for readers who have not previously conducted either an LPTA or a GMM, or perhaps no mixture model analyses at all. It includes four primary sections. The first focuses on understanding mixture models conceptually and applying that knowledge to identifying appropriate research questions. The second section addresses data requirements, including planning for data collection or evaluating the suitability of previously collected data, and data preparation. The third section focuses on conducting analyses, with step-by-step instructions and syntax, and the final section discusses presenting the results. I illustrate these concepts and procedures with an example data set and research questions derived from the Five Cs model of positive youth development.