Pub Date : 2022-09-24DOI: 10.1080/10888691.2022.2125392
Kathryn A. Leech, Drew Wheat, M. Rowe, Joseph H. Blatt, C. Dede
Abstract Parent–child engagement in constrained (e.g., learning alphabet letters or sounds) and unconstrained (e.g., storytelling, defining words) literacy activities are central components of the home literacy environment. Unconstrained activities are particularly important for children’s oral language and support school readiness. Yet, many parents do not recognize that unconstrained activities can promote learning. This study examines whether an immersive tool can help parents recognize the importance of unconstrained activities and how to embed learning into everyday home routines. N = 76 middle- to lower-income parents of three-year-old children were randomly assigned to a control condition or immersive “literacy scavenger hunt” where they self-explored opportunities to engage in unconstrained activities within everyday routines. The scavenger hunt was associated with an increase in parents’ endorsement of unconstrained activities and verbal communication within parent–child interactions. Results are discussed in terms of intervention approaches that build adult capacity around supporting children’s early literacy.
{"title":"“Literacy is everywhere!”: using digital technology to broaden how parents view the home literacy environment","authors":"Kathryn A. Leech, Drew Wheat, M. Rowe, Joseph H. Blatt, C. Dede","doi":"10.1080/10888691.2022.2125392","DOIUrl":"https://doi.org/10.1080/10888691.2022.2125392","url":null,"abstract":"Abstract Parent–child engagement in constrained (e.g., learning alphabet letters or sounds) and unconstrained (e.g., storytelling, defining words) literacy activities are central components of the home literacy environment. Unconstrained activities are particularly important for children’s oral language and support school readiness. Yet, many parents do not recognize that unconstrained activities can promote learning. This study examines whether an immersive tool can help parents recognize the importance of unconstrained activities and how to embed learning into everyday home routines. N = 76 middle- to lower-income parents of three-year-old children were randomly assigned to a control condition or immersive “literacy scavenger hunt” where they self-explored opportunities to engage in unconstrained activities within everyday routines. The scavenger hunt was associated with an increase in parents’ endorsement of unconstrained activities and verbal communication within parent–child interactions. Results are discussed in terms of intervention approaches that build adult capacity around supporting children’s early literacy.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"389 - 402"},"PeriodicalIF":3.8,"publicationDate":"2022-09-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41580938","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-21DOI: 10.1080/10888691.2022.2102008
Thomas W. Wojciechowski
Abstract Little research has examined the relevance of peer influences for impacting development of dual systems model constructs and examined protective factors in these relationships among adolescents (Ages: 14-26; ∼86% male). This study examined the relevance of deviant peer association for predicting development of sensation-seeking and impulse control and the moderating role of resistance to peer influence. The Pathways to Desistance data were analyzed. Mixed effects models examined the direct effect of deviant peer association on impulse control and sensation-seeking and determine whether resistance to peer influence moderated these relationships. Findings indicated that greater deviant peer association was associated with increased sensation-seeking and lower impulse control. Resistance to peer influence buffered the effects of deviant peer association on impulse control, as indicated by a significant and negative coefficient. Additional analyses indicated that this moderation effect was only relevant at lower levels of deviant peer association. Moderation was not observed for sensation-seeking.
{"title":"The influence of deviant peer association on dual systems model development: the protective role of resistance to peer influence","authors":"Thomas W. Wojciechowski","doi":"10.1080/10888691.2022.2102008","DOIUrl":"https://doi.org/10.1080/10888691.2022.2102008","url":null,"abstract":"Abstract Little research has examined the relevance of peer influences for impacting development of dual systems model constructs and examined protective factors in these relationships among adolescents (Ages: 14-26; ∼86% male). This study examined the relevance of deviant peer association for predicting development of sensation-seeking and impulse control and the moderating role of resistance to peer influence. The Pathways to Desistance data were analyzed. Mixed effects models examined the direct effect of deviant peer association on impulse control and sensation-seeking and determine whether resistance to peer influence moderated these relationships. Findings indicated that greater deviant peer association was associated with increased sensation-seeking and lower impulse control. Resistance to peer influence buffered the effects of deviant peer association on impulse control, as indicated by a significant and negative coefficient. Additional analyses indicated that this moderation effect was only relevant at lower levels of deviant peer association. Moderation was not observed for sensation-seeking.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"373 - 388"},"PeriodicalIF":3.8,"publicationDate":"2022-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43100294","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-07-18DOI: 10.1080/10888691.2022.2096610
R. Troxler, T. Goldstein, Steven J. Holochwost, Charles Beekman, Stephanie McKeel, M. Shami
Abstract Building on research showing social-emotional benefits from a single live theater performance, this study tests for significant differences in pre to post social-cognitive outcomes among a racially and economically diverse sample of young audiences who attended the same theater performance with or without additional pre- and post-show educational experiences. We extend previous work by experimentally manipulating and testing a common artistic educational intervention: deeper engagement strategies including facilitated discussions and pre-performance guides. We also refine previous investigations into generalized social and emotional skills by specifically examining foundational social-cognitive abilities: social perspective taking and empathy. This study utilizes a pre-post design with randomized control and treatment groups. Several significant findings suggest that when paired with educational pre- and post-show experiences, students’ social perspective taking and empathy can be positively impacted through a single live theater performance.
{"title":"Deeper engagement with live theater increases middle school students’ empathy and social perspective taking","authors":"R. Troxler, T. Goldstein, Steven J. Holochwost, Charles Beekman, Stephanie McKeel, M. Shami","doi":"10.1080/10888691.2022.2096610","DOIUrl":"https://doi.org/10.1080/10888691.2022.2096610","url":null,"abstract":"Abstract Building on research showing social-emotional benefits from a single live theater performance, this study tests for significant differences in pre to post social-cognitive outcomes among a racially and economically diverse sample of young audiences who attended the same theater performance with or without additional pre- and post-show educational experiences. We extend previous work by experimentally manipulating and testing a common artistic educational intervention: deeper engagement strategies including facilitated discussions and pre-performance guides. We also refine previous investigations into generalized social and emotional skills by specifically examining foundational social-cognitive abilities: social perspective taking and empathy. This study utilizes a pre-post design with randomized control and treatment groups. Several significant findings suggest that when paired with educational pre- and post-show experiences, students’ social perspective taking and empathy can be positively impacted through a single live theater performance.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"352 - 372"},"PeriodicalIF":3.8,"publicationDate":"2022-07-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48169502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-23DOI: 10.1080/10888691.2022.2078719
Jet U. Buenconsejo, Jesus Alfonso D. Datu, Ming Ming Chiu, Randolph C. H. Chan
Abstract
This study examined the factor structure and measurement invariance of the competence, confidence, connection, character, and caring (Five Cs) model using the Positive Youth Development (PYD) survey’s short (34 items) and very short versions (17 items). We also tested its criterion-related validity with life satisfaction, flourishing, transcendence, perceived societal and school statuses, and COVID-19 anxiety. In the Philippines, 1,116 senior high school students completed this survey (age: M = 17.61 years; SD = 0.91). The results support the bi-factor model for both formats, which showed varying levels of measurement invariance across gender, SES, and school type. Controlling for the general PYD construct, character and caring (i.e., socio-emotional Cs) showed negative latent factor correlations with competence and confidence (i.e., efficacy-related Cs). Almost all PYD dimensions exhibited expected associations with the criterion-related measures. As the very short version showed low reliability for competence and character, our results support using the 34-item short scale to measure the general and individual dimensions of adolescent thriving.
{"title":"Psychometric validity and measurement invariance of positive youth development in the Philippines during the COVID-19 pandemic","authors":"Jet U. Buenconsejo, Jesus Alfonso D. Datu, Ming Ming Chiu, Randolph C. H. Chan","doi":"10.1080/10888691.2022.2078719","DOIUrl":"https://doi.org/10.1080/10888691.2022.2078719","url":null,"abstract":"<p><b>Abstract</b></p><p>This study examined the factor structure and measurement invariance of the competence, confidence, connection, character, and caring (Five Cs) model using the Positive Youth Development (PYD) survey’s short (34 items) and very short versions (17 items). We also tested its criterion-related validity with life satisfaction, flourishing, transcendence, perceived societal and school statuses, and COVID-19 anxiety. In the Philippines, 1,116 senior high school students completed this survey (age: M = 17.61 years; SD = 0.91). The results support the bi-factor model for both formats, which showed varying levels of measurement invariance across gender, SES, and school type. Controlling for the general PYD construct, character and caring (i.e., socio-emotional Cs) showed negative latent factor correlations with competence and confidence (i.e., efficacy-related Cs). Almost all PYD dimensions exhibited expected associations with the criterion-related measures. As the very short version showed low reliability for competence and character, our results support using the 34-item short scale to measure the general and individual dimensions of adolescent thriving.</p>","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"99 22","pages":""},"PeriodicalIF":3.8,"publicationDate":"2022-05-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"138527571","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-22DOI: 10.1080/10888691.2022.2070168
L. Ahnert, Tina Eckstein-Madry, W. Datler, Felix Deichmann, Bernhard Piskernik
Abstract Four saliva probes were collected per day from 104 children (10 to 35 months old) transitioning from home (T0) to childcare across a four-month period (until T3), resulting in over one thousand cortisol values. Latent Profile Analysis classified three profiles within a regular spectrum of children’s cortisol rhythms and described a fourth hypocortisol stress profile. Further Latent Transition Analysis revealed that profiles frequently changed across the transition but stabilized at T3. Most importantly, regular profiles across transition most likely occurred with high AQS scores of mother-child and care provider–child attachment. A machine learning procedure (XGBoost) featured predictors for stress profiles at T3 (when the child ought to be adjusted and stress profiles should be rare) referring to characteristics of the children (e.g., gender, number of siblings, peer contact before entry), the mothers (their worries), the care providers (their work experience, engagement, attachment) and the groups in the childcare centers (e.g., size, age differences, illness frequency). As a result, experience with siblings and peers before entry facilitated the transition. However, most conditions not linearly affecting children’s cortisol revealed even opposite effects when analyzed at different times. For example, smaller group size and large age-differences at T1 helped the child to stabilize a Regular profile, perhaps due to better control over the situation and greater support from the older children in the group. At T3, however, Regular profiles were associated with larger group size and smaller age-differences which might be helpful for establishing close peer relationships to buffer stress.
{"title":"Stress during transition from home to public childcare","authors":"L. Ahnert, Tina Eckstein-Madry, W. Datler, Felix Deichmann, Bernhard Piskernik","doi":"10.1080/10888691.2022.2070168","DOIUrl":"https://doi.org/10.1080/10888691.2022.2070168","url":null,"abstract":"Abstract Four saliva probes were collected per day from 104 children (10 to 35 months old) transitioning from home (T0) to childcare across a four-month period (until T3), resulting in over one thousand cortisol values. Latent Profile Analysis classified three profiles within a regular spectrum of children’s cortisol rhythms and described a fourth hypocortisol stress profile. Further Latent Transition Analysis revealed that profiles frequently changed across the transition but stabilized at T3. Most importantly, regular profiles across transition most likely occurred with high AQS scores of mother-child and care provider–child attachment. A machine learning procedure (XGBoost) featured predictors for stress profiles at T3 (when the child ought to be adjusted and stress profiles should be rare) referring to characteristics of the children (e.g., gender, number of siblings, peer contact before entry), the mothers (their worries), the care providers (their work experience, engagement, attachment) and the groups in the childcare centers (e.g., size, age differences, illness frequency). As a result, experience with siblings and peers before entry facilitated the transition. However, most conditions not linearly affecting children’s cortisol revealed even opposite effects when analyzed at different times. For example, smaller group size and large age-differences at T1 helped the child to stabilize a Regular profile, perhaps due to better control over the situation and greater support from the older children in the group. At T3, however, Regular profiles were associated with larger group size and smaller age-differences which might be helpful for establishing close peer relationships to buffer stress.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"320 - 335"},"PeriodicalIF":3.8,"publicationDate":"2022-05-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43929301","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-05-05DOI: 10.1080/10888691.2022.2053127
Frederick L. Philippe, Mary Gingras, Nessa Ghassemi-Bakhtiari, F. Poulin, J. Robitaille, A. Denault, Stéphane Dandeneau, M. Geoffroy
Abstract Unlike organized activities such as sports and arts, civic activities in adolescence (e.g., volunteering, student government) have been less studied in relation to school success and almost all existing evidence consists of cross-sectional findings. In a longitudinal study, 1035 pupils (64% females, 20% nonwhite, M age = 14.21 years) from high schools reported their engagement in organized non-civic and civic activities during the school year, dimensions of activity participation (e.g., intensity, duration, motives), and covariables (age, gender, ethnicity, SES, self-esteem, parental relationship, school motivation). Previous and end-of-year grade point average (GPA) were collected from school administrations. Results revealed that both civic and non-civic organized activities independently predicted increases in GPA over the school year, even after adjusting for all covariables.
{"title":"Organized civic and non-civic activities as predictors of academic GPA in high school students","authors":"Frederick L. Philippe, Mary Gingras, Nessa Ghassemi-Bakhtiari, F. Poulin, J. Robitaille, A. Denault, Stéphane Dandeneau, M. Geoffroy","doi":"10.1080/10888691.2022.2053127","DOIUrl":"https://doi.org/10.1080/10888691.2022.2053127","url":null,"abstract":"Abstract Unlike organized activities such as sports and arts, civic activities in adolescence (e.g., volunteering, student government) have been less studied in relation to school success and almost all existing evidence consists of cross-sectional findings. In a longitudinal study, 1035 pupils (64% females, 20% nonwhite, M age = 14.21 years) from high schools reported their engagement in organized non-civic and civic activities during the school year, dimensions of activity participation (e.g., intensity, duration, motives), and covariables (age, gender, ethnicity, SES, self-esteem, parental relationship, school motivation). Previous and end-of-year grade point average (GPA) were collected from school administrations. Results revealed that both civic and non-civic organized activities independently predicted increases in GPA over the school year, even after adjusting for all covariables.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"189 - 204"},"PeriodicalIF":3.8,"publicationDate":"2022-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42003351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-28DOI: 10.1080/10888691.2022.2067854
Colleen M. Berryessa, Thomas W. Wojciechowski
Abstract This study, using a sample of youth offenders from the Pathways to Desistance Study (N = 1354), examines Greenberger and Sorensen’s model of “psychosocial maturity” as a predictor of legal socialization (legal cynicism and legitimacy) across the adolescent developmental course, as well as the differential importance of this relationship by age. Psychosocial maturity significantly predicted lower levels of legal cynicism, but also lower levels of legitimacy, from ages 14–25. Yet, when considering the salience of these relationships by age, results suggest that the relationship between psychosocial maturity and legitimacy may show little variation as adolescent offenders age, but that the salience of psychosocial maturity on explaining patterns of legal cynicism declines with age during development into emerging adulthood. This work’s potential implications for promising interventions that foster psychosocial maturity in early adolescence to reduce legal cynicism of youth who have offended or are at high-risk of offending are discussed.
{"title":"The age-graded effects of psychosocial maturity on legal socialization across the adolescent developmental course in youth offenders","authors":"Colleen M. Berryessa, Thomas W. Wojciechowski","doi":"10.1080/10888691.2022.2067854","DOIUrl":"https://doi.org/10.1080/10888691.2022.2067854","url":null,"abstract":"Abstract This study, using a sample of youth offenders from the Pathways to Desistance Study (N = 1354), examines Greenberger and Sorensen’s model of “psychosocial maturity” as a predictor of legal socialization (legal cynicism and legitimacy) across the adolescent developmental course, as well as the differential importance of this relationship by age. Psychosocial maturity significantly predicted lower levels of legal cynicism, but also lower levels of legitimacy, from ages 14–25. Yet, when considering the salience of these relationships by age, results suggest that the relationship between psychosocial maturity and legitimacy may show little variation as adolescent offenders age, but that the salience of psychosocial maturity on explaining patterns of legal cynicism declines with age during development into emerging adulthood. This work’s potential implications for promising interventions that foster psychosocial maturity in early adolescence to reduce legal cynicism of youth who have offended or are at high-risk of offending are discussed.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"299 - 319"},"PeriodicalIF":3.8,"publicationDate":"2022-04-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48393698","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-22DOI: 10.1080/10888691.2022.2060225
Yaqiong Wang, Xiaoyan Li, K. Bronk, D. Lin
ABSTRACT How can we help Chinese youth thrive? To begin to address this question, the present study explored the promotive factors (i.e., the individual strengths and environmental assets) that enhance Chinese youths’ healthy development. Interviews were conducted with Chinese adolescents (n = 12), their teachers (n = 12), and their parents (n = 20). Findings highlight six individual strengths, including goal setting, sparks, self-reliance, goal-oriented hard work, self-improvement, and intention to contribute, and four categories of environmental assets, including supportive relational networks, rules and expectations, opportunities and activities, and promotive climates. Some of the promotive factors that emerged are similar to ones identified as relevant to western youth, and others appear to be particular to Chinese youth. Findings have important implications for researchers, practitioners, and policymakers interested in supporting the healthy development of Chinese adolescents.
{"title":"Factors that promote positive Chinese youth development: a qualitative study","authors":"Yaqiong Wang, Xiaoyan Li, K. Bronk, D. Lin","doi":"10.1080/10888691.2022.2060225","DOIUrl":"https://doi.org/10.1080/10888691.2022.2060225","url":null,"abstract":"ABSTRACT How can we help Chinese youth thrive? To begin to address this question, the present study explored the promotive factors (i.e., the individual strengths and environmental assets) that enhance Chinese youths’ healthy development. Interviews were conducted with Chinese adolescents (n = 12), their teachers (n = 12), and their parents (n = 20). Findings highlight six individual strengths, including goal setting, sparks, self-reliance, goal-oriented hard work, self-improvement, and intention to contribute, and four categories of environmental assets, including supportive relational networks, rules and expectations, opportunities and activities, and promotive climates. Some of the promotive factors that emerged are similar to ones identified as relevant to western youth, and others appear to be particular to Chinese youth. Findings have important implications for researchers, practitioners, and policymakers interested in supporting the healthy development of Chinese adolescents.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"251 - 268"},"PeriodicalIF":3.8,"publicationDate":"2022-04-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43840461","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-18DOI: 10.1080/10888691.2022.2059481
R. Chan
Abstract Critical consciousness has received growing attention in developmental science, but most of the work has been conducted in Western liberal democracies. A critical examination is needed to determine whether critical consciousness can be appropriately measured in less democratic societies, where opportunity structures are different from those in Western liberal democracies. To establish the psychopolitical validity of a measure of critical reflection in less democratic societies, this study developed the Critical Reflection Scale (CRS) based on a sample of 3,015 youths in China. The results support a two-factor model of critical reflection, including (1) recognition of social inequity and (2) awareness of everyday oppression. The findings reveal varying levels of critical reflection across age, gender, and sexual orientation. Two items of the CRS function differently between young women and men. The CRS demonstrates good internal consistency and convergent validity, indicating that it is a psychometrically sound measure of critical reflection.
{"title":"Development and validation of the Critical Reflection Scale for youth in China: Factor structure and measurement invariance across age, gender, and sexual orientation","authors":"R. Chan","doi":"10.1080/10888691.2022.2059481","DOIUrl":"https://doi.org/10.1080/10888691.2022.2059481","url":null,"abstract":"Abstract Critical consciousness has received growing attention in developmental science, but most of the work has been conducted in Western liberal democracies. A critical examination is needed to determine whether critical consciousness can be appropriately measured in less democratic societies, where opportunity structures are different from those in Western liberal democracies. To establish the psychopolitical validity of a measure of critical reflection in less democratic societies, this study developed the Critical Reflection Scale (CRS) based on a sample of 3,015 youths in China. The results support a two-factor model of critical reflection, including (1) recognition of social inequity and (2) awareness of everyday oppression. The findings reveal varying levels of critical reflection across age, gender, and sexual orientation. Two items of the CRS function differently between young women and men. The CRS demonstrates good internal consistency and convergent validity, indicating that it is a psychometrically sound measure of critical reflection.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"238 - 250"},"PeriodicalIF":3.8,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44446704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2022-04-18DOI: 10.1080/10888691.2022.2062360
E. Raposa, Bernadette Sánchez, A. O'Donnell, Lidia Y Monjaras-Gaytan
Abstract This study explored whether Latinx adolescents’ ethnic identity and stressful experiences predicted characteristics of their naturally-occurring mentoring relationships with non-parental adults. Ninth-grade Latinx students completed surveys about ethnic identity, stress exposure, and their natural mentoring relationships during 9th and 10th grade. Youth who showed greater ethnic identity exploration in 9th grade perceived more support from mentors who were family members at follow-up. In addition, Latinx youth who experienced more stressors were less likely to identify familial mentors and to retain familial and Latinx mentors from baseline to follow-up. Youth who were exposed to more stressors also reported receiving significantly more support from their natural mentors at follow-up, but this association was only observed for non-Latinx mentors. Findings are some of the first to identify predictors of mentor retention and perceived mentoring relationship support among Latinx youth, and have implications for understanding intergenerational relationships that may promote resilience in this population.
{"title":"The roles of ethnic identity and stressors in natural mentoring support among Latinx adolescents","authors":"E. Raposa, Bernadette Sánchez, A. O'Donnell, Lidia Y Monjaras-Gaytan","doi":"10.1080/10888691.2022.2062360","DOIUrl":"https://doi.org/10.1080/10888691.2022.2062360","url":null,"abstract":"Abstract This study explored whether Latinx adolescents’ ethnic identity and stressful experiences predicted characteristics of their naturally-occurring mentoring relationships with non-parental adults. Ninth-grade Latinx students completed surveys about ethnic identity, stress exposure, and their natural mentoring relationships during 9th and 10th grade. Youth who showed greater ethnic identity exploration in 9th grade perceived more support from mentors who were family members at follow-up. In addition, Latinx youth who experienced more stressors were less likely to identify familial mentors and to retain familial and Latinx mentors from baseline to follow-up. Youth who were exposed to more stressors also reported receiving significantly more support from their natural mentors at follow-up, but this association was only observed for non-Latinx mentors. Findings are some of the first to identify predictors of mentor retention and perceived mentoring relationship support among Latinx youth, and have implications for understanding intergenerational relationships that may promote resilience in this population.","PeriodicalId":47792,"journal":{"name":"Applied Developmental Science","volume":"27 1","pages":"285 - 297"},"PeriodicalIF":3.8,"publicationDate":"2022-04-18","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41502135","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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