Promoting Adolescents' Heritage Cultural Identity Development: Exploring the Role of Autonomy and Relatedness Satisfaction in School-Based Interventions.

IF 4.3 3区材料科学 Q1 ENGINEERING, ELECTRICAL & ELECTRONIC

ACS Applied Electronic Materials Pub Date : 2024-11-01 Epub Date: 2024-05-24 DOI:10.1007/s10964-024-02017-3

Sophie I E Hölscher, Maja K Schachner, Linda P Juang, Gianmarco Altoè

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Abstract

Given the significance of heritage cultural identity for optimal adolescent development, it is imperative to investigate factors influencing the efficacy of interventions aimed at promoting heritage cultural identity. Using latent profile cluster analysis and multinomial logistic regressions, this longitudinal study examined how autonomy and relatedness need satisfaction at school (1) related to heritage cultural identity development trajectories, and (2) moderated effects of a school-based intervention. The study included N = 198 adolescents (M_age = 12.86 years, SD_age = 0.75, 52% female, 41% immigrant descent, 49% intervention group) in Germany. Teacher-student relationships played an important role in facilitating intervention effects on identity development trajectories, emphasizing the importance of the relational context when implementing school-based interventions to promote heritage cultural identity development.

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促进青少年传统文化身份发展：探索自主性和相关性满意度在校本干预中的作用。

鉴于遗产文化认同对青少年最佳发展的重要意义，研究影响旨在促进遗产文化认同的干预措施效果的因素势在必行。这项纵向研究采用潜特征聚类分析和多项式逻辑回归法，考察了学校中自主性和相关性需求的满足程度（1）与遗产文化认同发展轨迹的关系，以及（2）对校本干预效果的调节作用。研究对象包括德国的 198 名青少年（平均年龄为 12.86 岁，最小年龄为 0.75 岁，52% 为女性，41% 为移民后裔，49% 为干预组）。师生关系在促进身份发展轨迹的干预效果方面发挥了重要作用，强调了在实施校本干预以促进遗产文化身份发展时关系背景的重要性。

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来源期刊

ACS Applied Electronic Materials Multiple-

CiteScore

7.20

自引率

4.30%

发文量

567