{"title":"Longitudinal changes in the value and influence of parent and peer attitudes about externalizing behaviors across adolescence.","authors":"Kathy T Do, Eva H Telzer","doi":"10.1037/dev0001715","DOIUrl":null,"url":null,"abstract":"<p><p>This preregistered, longitudinal study examined how much adolescents value and integrate their parents' and peers' attitudes into their own attitudes from early to middle adolescence. Across three waves, participants (<i>N</i> = 172, 91 female, 11-16 years across three waves; 439 data points) decided whether to pay money to learn their parents' or peers' attitudes about externalizing behaviors. Multivariate growth models revealed that adolescents were consistently willing to pay money over time to learn their parents' and peers' attitudes. The value of learning peers'-but not parents'-attitudes predicted changes in personal attitudes during adolescence, and this did not change across age. Moreover, the effect of others' attitude value on social influence weakened from early to middle adolescence, such that early adolescents who highly valued learning the attitudes of others (i.e., paid more) tended to shift their own attitudes more toward those endorsing positive influence, regardless of the source. In contrast, early adolescents who valued learning others' attitudes less were less susceptible to positive social influence. Importantly, this effect went away in middle adolescence. Although adolescents are highly motivated to learn their parents' and peers' attitudes about externalizing behaviors, how much those attitudes inform their personal attitudes depends on the source of input and the age of adolescents.learning the attitudes of others (i.e., paid more) tended to shift their own attitudes more toward those endorsing positive influence, regardless of the source. In contrast, early adolescents who valued learning others' attitudes less were less susceptible to positive social influence. Importantly, this effectwent away inmiddle adolescence.Although adolescents are highly motivated to learn their parents' and peers' attitudes about externalizing behaviors, how much those attitudes inform their personal attitudes depends on the source of input and the age of adolescents (PsycInfo Database Record (c) 2024 APA, all rights reserved).</p>","PeriodicalId":48464,"journal":{"name":"Developmental Psychology","volume":null,"pages":null},"PeriodicalIF":3.1000,"publicationDate":"2024-08-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Developmental Psychology","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1037/dev0001715","RegionNum":2,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2024/3/14 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHOLOGY, DEVELOPMENTAL","Score":null,"Total":0}
引用次数: 0
Abstract
This preregistered, longitudinal study examined how much adolescents value and integrate their parents' and peers' attitudes into their own attitudes from early to middle adolescence. Across three waves, participants (N = 172, 91 female, 11-16 years across three waves; 439 data points) decided whether to pay money to learn their parents' or peers' attitudes about externalizing behaviors. Multivariate growth models revealed that adolescents were consistently willing to pay money over time to learn their parents' and peers' attitudes. The value of learning peers'-but not parents'-attitudes predicted changes in personal attitudes during adolescence, and this did not change across age. Moreover, the effect of others' attitude value on social influence weakened from early to middle adolescence, such that early adolescents who highly valued learning the attitudes of others (i.e., paid more) tended to shift their own attitudes more toward those endorsing positive influence, regardless of the source. In contrast, early adolescents who valued learning others' attitudes less were less susceptible to positive social influence. Importantly, this effect went away in middle adolescence. Although adolescents are highly motivated to learn their parents' and peers' attitudes about externalizing behaviors, how much those attitudes inform their personal attitudes depends on the source of input and the age of adolescents.learning the attitudes of others (i.e., paid more) tended to shift their own attitudes more toward those endorsing positive influence, regardless of the source. In contrast, early adolescents who valued learning others' attitudes less were less susceptible to positive social influence. Importantly, this effectwent away inmiddle adolescence.Although adolescents are highly motivated to learn their parents' and peers' attitudes about externalizing behaviors, how much those attitudes inform their personal attitudes depends on the source of input and the age of adolescents (PsycInfo Database Record (c) 2024 APA, all rights reserved).
这项预先登记的纵向研究考察了青少年从青春期早期到中期对父母和同龄人的态度的重视程度以及将父母和同龄人的态度融入自己态度的程度。在三个波次中，参与者（人数 = 172，91 名女性，11-16 岁，三个波次共 439 个数据点）决定是否花钱了解父母或同伴对外化行为的态度。多变量增长模型显示，随着时间的推移，青少年始终愿意花钱了解父母和同伴的态度。学习同伴（而非父母）态度的价值可以预测青少年时期个人态度的变化，而且这种价值不会随着年龄的变化而变化。此外，从青春期早期到中期，他人态度价值对社会影响的影响有所减弱，因此，非常重视学习他人态度（即付出更多代价）的早期青少年倾向于将自己的态度更多地转向那些认可积极影响的人，而不论其来源如何。相反，不太重视学习他人态度的青少年则不太容易受到积极的社会影响。重要的是，这种影响在青春期中期消失了。虽然青少年学习父母和同伴对外化行为的态度的积极性很高，但这些态度对他们个人态度的影响程度取决于输入的来源和青少年的年龄。相反，不太重视学习他人态度的早期青少年不太容易受到积极的社会影响。重要的是，这种影响在青春期中期消失了。虽然青少年学习父母和同伴对外化行为的态度的积极性很高，但这些态度对他们个人态度的影响程度取决于输入的来源和青少年的年龄（PsycInfo Database Record (c) 2024 APA, all rights reserved）。
期刊介绍：
Developmental Psychology ® publishes articles that significantly advance knowledge and theory about development across the life span. The journal focuses on seminal empirical contributions. The journal occasionally publishes exceptionally strong scholarly reviews and theoretical or methodological articles. Studies of any aspect of psychological development are appropriate, as are studies of the biological, social, and cultural factors that affect development. The journal welcomes not only laboratory-based experimental studies but studies employing other rigorous methodologies, such as ethnographies, field research, and secondary analyses of large data sets. We especially seek submissions in new areas of inquiry and submissions that will address contradictory findings or controversies in the field as well as the generalizability of extant findings in new populations. Although most articles in this journal address human development, studies of other species are appropriate if they have important implications for human development. Submissions can consist of single manuscripts, proposed sections, or short reports.
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